{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,30]],"date-time":"2026-07-30T10:00:09Z","timestamp":1785405609669,"version":"3.56.0"},"reference-count":48,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2026,7,23]],"date-time":"2026-07-23T00:00:00Z","timestamp":1784764800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100004271","name":"Sapienza University of Rome","doi-asserted-by":"crossref","award":["RP125199A99A94B8"],"award-info":[{"award-number":["RP125199A99A94B8"]}],"id":[{"id":"10.13039\/501100004271","id-type":"DOI","asserted-by":"crossref"}]},{"DOI":"10.13039\/501100004271","name":"Sapienza University of Rome","doi-asserted-by":"crossref","award":["CUP B83C25004290005"],"award-info":[{"award-number":["CUP B83C25004290005"]}],"id":[{"id":"10.13039\/501100004271","id-type":"DOI","asserted-by":"crossref"}]},{"award":["RP125199A99A94B8"],"award-info":[{"award-number":["RP125199A99A94B8"]}],"id":[{"id":"https:\/\/ror.org\/02be6w209","id-type":"ROR","asserted-by":"publisher"}]},{"award":["CUP B83C25004290005"],"award-info":[{"award-number":["CUP B83C25004290005"]}],"id":[{"id":"https:\/\/ror.org\/02be6w209","id-type":"ROR","asserted-by":"publisher"}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Behav. Sci.","Behavioral Sciences"],"abstract":"<jats:p>Background: Autonomy-supportive climate has consistently been associated with positive student outcomes. Although Self-Determination Theory and Motivational Climate Theory conceptualize it as a multilevel construct, research has mainly examined autonomy support from an individual student perspective. The present study investigated autonomy-supportive climate as both a classroom-level construct and an individual microclimate component, examining its associations with mathematics achievement. Methods: Data came from a representative sample of 26,564 Italian 10th-grade students. Doubly Latent Multilevel Structural Equation Modeling (DL-ML-SEM) was used to examine the multilevel measurement structure of autonomy-supportive climate and its associations with mathematics achievement at the student and classroom levels, controlling for students\u2019 sex, immigrant background, and school type. Results: Multilevel CFA supported the factorial validity and cross-level invariance of the autonomy-supportive climate measure. ICC analyses indicated substantial between-class variability and high reliability of aggregated classroom perceptions. DL-ML-SEM showed that autonomy-supportive climate was positively associated with mathematics achievement at the classroom level, but not at the individual student level. Conclusions: These findings highlight the relevance of examining autonomy support as a classroom-level phenomenon and provide new evidence on the multilevel nature of autonomy-supportive climate in educational settings.<\/jats:p>","DOI":"10.3390\/bs16081268","type":"journal-article","created":{"date-parts":[[2026,7,23]],"date-time":"2026-07-23T15:05:42Z","timestamp":1784819142000},"page":"1268","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Autonomy-Supportive Classroom Climate: Its Multilevel Structure and Associations with Students\u2019 Mathematics Achievement"],"prefix":"10.3390","volume":"16","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1748-7295","authenticated-orcid":false,"given":"Sara","family":"Manganelli","sequence":"first","affiliation":[{"name":"Department of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi 78, 00185 Rome, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0082-3915","authenticated-orcid":false,"given":"Giulia","family":"Raimondi","sequence":"additional","affiliation":[{"name":"BeSSA Department, Wellbeing, Health and Environmental Sustainability, Sapienza University of Rome, Via delle Fontanelle, 02100 Rieti, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8998-9374","authenticated-orcid":false,"given":"Fabio","family":"Alivernini","sequence":"additional","affiliation":[{"name":"Department of Developmental and Social Psychology, Sapienza University of Rome, Via dei Marsi 78, 00185 Rome, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"James","family":"Dawe","sequence":"additional","affiliation":[{"name":"Department of Humanities and Social Sciences, Universitas Mercatorum Telematic University, Piazza Mattei 10, 00186 Rome, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8552-2737","authenticated-orcid":false,"given":"Elisa","family":"Cavicchiolo","sequence":"additional","affiliation":[{"name":"Department of Systems Medicine, Tor Vergata University of Rome, Via Montpellier 1, 00133 Rome, Italy"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2026,7,23]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"1158","DOI":"10.1037\/edu0000783","article-title":"A classification system for teachers\u2019 motivational behaviors recommended in self-determination theory interventions","volume":"115","author":"Ahmadi","year":"2023","journal-title":"Journal of Educational Psychology"},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"761","DOI":"10.1007\/s10903-018-0839-x","article-title":"Support for autonomy at school predicts immigrant adolescents\u2019 psychological 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