Özet:

Based on self-determination theory, this study examined the role of perceived teacher supportive behaviors on the classroom performance of middle school students. The sample consisted of 296 seventh grade students studying in middle schools in a city in Turkey. Perceived teacher supportive behaviors were determined using the Interpersonal Behavior Scale Teacher Short Form. The Classroom Performance Scale (Cronbach Alpha coefficient = .88), which was adapted to Turkish and whose validity and reliability studies were carried out, was used to measure the classroom performance levels of participants. Multiple linear regression analysis was used to determine to what extent perceived teacher supportive behaviors predicted students' classroom performance. The results showed that three types of teacher supportive behaviors (need for autonomy, competence, and relatedness) were positively associated with students' classroom performance. According to the regression model, the strongest predictor variable on classroom performance is the autonomy supporting factor followed by the competence supporting factor, while the weakest predictor variable is the relatedness supporting factor. This finding shows that middle school students' classroom performance is more shaped by autonomy-supportive teacher behaviors rather than perceived teacher competence or relatedness-supporting behavior dimensions. All the findings obtained in the study indicate that the autonomy, competence and relevance support that the teacher will provide to students is important in terms of achieving satisfactory results in classroom performance as a combination of students' academic and interpersonal competences.

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