Cross-level pathways from teacher autonomy support to adolescent intrinsic motivation through basic psychological need satisfaction: a multilevel mediation model with classroom climate as a boundary condition

Introduction Teacher autonomy support is associated with adolescent intrinsic motivation, but the shared classroom context is often omitted from analyses. Drawing on self-determination theory and achievement goal theory, this study examined indirect associations through autonomy, competence and relatedness need satisfaction and their moderation by classroom motivational climate. Methods Cross-sectional questionnaire data were collected from 2,634 students in 72 secondary-school classes across grades 7–12. A two-level structural equation model with random slopes separated within-class and between-class pathways. Measurement invariance was evaluated across three grade bands. Indirect effects and pairwise contrasts were assessed using 20,000 Monte Carlo draws, and mastery and performance climates were tested as cross-level moderators. Results Scalar measurement invariance supported pooling the grade bands. All three indirect effects were positive at both levels. Within-class estimates through autonomy, competence and relatedness were 0.148, 0.102 and 0.068, respectively; between-class estimates were 0.256, 0.167 and 0.154. Explained variance in intrinsic motivation was 31% within classes and 47% between classes. Pairwise contrasts favored autonomy over the other needs, with weaker evidence for its advantage over competence; competence and relatedness were not statistically distinguishable. The between-class joint equality test was borderline. Mastery climate strengthened the first-stage autonomy and competence paths, whereas performance climate weakened them. Neither moderator was significant for the relatedness path. Discussion The findings support distinguishing individual perceptions from shared classroom conditions when studying autonomy-supportive teaching. Classroom climate may help explain variation in the associations between perceived support, need satisfaction and intrinsic motivation. Because the study was cross-sectional and relied on student self-report, the estimated indirect pathways do not establish causal or temporal ordering.