Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
Based on Self-Determination Theory, this paper investigates the relationship between supportive behaviors adopted by teachers, students’ intrinsic motivation, and the consequent impact on learning outcomes. Through a quantitative study conducted on a sample of 102 students from a Technical Institute in the province of Salerno, the research explores the influence dynamics among these variables within the subject of mathematics. The analyses show that, although teacher support is positively associated with intrinsic motivation, it is not directly related to academic performance.However, the impact on outcomes becomes positive and significant when it is mediated specifically by intrinsic motivation. This evidence highlights the urgency of promoting teacher training programs aimed at building effective learning environments capable of fostering student motivation and countering educational vulnerabilities.
