Perceived Autonomy Support, Metacognitive Strategies, and Positive Emotions in Self-Directed Learning and Teacher-Led Instruction

Abstract: Metacognitive strategies, perceived autonomy support, and positive emotions are central constructs in research on self-regulated learning and instructional quality. This longitudinal study examined how these constructs varied across a curriculum in which teacher-led instruction (TLI) alternated with self-directed learning (SDL) intervals. Data from 754 students in Grades 6 – 9 were analyzed using latent change score models. Metacognitive strategies and autonomy support showed small, consistent latent mean increases during SDL compared to TLI, and positive emotions were positively associated with both constructs at each wave. A bivariate latent change model revealed a selective pattern of cross-context associations between autonomy support and metacognitive strategies: Links emerged only after students had gained familiarity with the alternating format and were temporally specific rather than consistent. These findings suggest that brief inquiry-based SDL intervals offer meaningful opportunities for planning, monitoring, and reflection and highlight the value of integrating autonomy-supportive and metacognitive elements into regular instruction.