TABLE 3.
Dimensions describing the factors that contribute to students’ competence satisfaction from an autonomy support perspective.
| Category | Theoretical framework | Dimension |
| Participation possibilities and autonomy-supportive interaction | Teachers’ intraindividual reference norm orientation | Flexible, present-oriented teacher expectancies |
| Teaching quality | Student support | |
| Mastery goal structure (TARGET framework) | Authority | |
| Interestingness and relevance | Mastery goal structure (TARGET framework) | Task |
| Opportunities to choose | Mastery goal structure (TARGET framework) | Task |
| Authority |
For an overview of the depicted theoretical frameworks and dimensions, see Rheinberg, 1980, 1983; Dickhäuser et al., 2017; Lüftenegger et al., 2017; Praetorius et al., 2018.