Extensive research has demonstrated the benefits of need-supportive teaching, but minimal research has examined social factors that may constrain these benefits. One factor that students experience contemporaneously to need-supportive teaching is classroom disruption. Perceived classroom disruption is a barrier to quality teaching and learning, especially in science, and may be a negative moderator of perceived need-supportive teaching. Using structural equation modelling (N = 14,530 students), this investigation examines the extent to which perceived need-supportive teaching and perceived classroom disruption uniquely predicted students' science self-efficacy, participation, and achievement; as well as the extent to which perceived classroom disruption moderates the associations between perceived need-supportive teaching and these outcomes. Findings revealed that perceived need-supportive teaching was positively associated with all outcomes. Perceived classroom disruption was negatively associated with self-efficacy and achievement and attenuated the positive association between perceived need-support and achievement. These results provide insight about the boundary conditions of need-supportive teaching.

广泛的研究已经证明了需要支持教学的好处，但很少有研究检查了可能限制这些好处的社会因素。学生在需要支持教学的同时经历的一个因素是课堂中断。感知课堂中断是高质量教学和学习的障碍，尤其是在科学领域，并且可能是感知需求支持教学的负面调节因素。使用结构方程建模 ( N （= 14,530名学生），这项调查研究了感知到的需要支持的教学和感知到的教室破坏在多大程度上唯一地预测了学生的科学自我效能，参与和成就；以及感知的课堂干扰在多大程度上调节感知的需求支持教学与这些结果之间的关联。研究结果表明，感知到的支持需求的教学与所有结果均呈正相关。感知课堂中断与自我效能和成就呈负相关，并减弱感知需求支持与成就之间的正相关。这些结果提供了关于需要支持教学的边界条件的见解。