How teacher autonomy support and student creativity jointly contribute to self-regulated learning: a dynamic, person-environment fit perspective

Núñez-Regueiro, Fernando; Verger, Nicolas B.; Bressoux, Pascal; Batruch, Anatolia; Bouet, Marinette; Bressan, Marco; Brown, Genavee; Butera, Fabrizio; Cherbonnier, Anthony; Darnon, Céline; Demolliens, Marie; de Place, Anne-Laure; Desrichard, Olivier; Goron, Luc; Hémon, Brivael; Huguet, Pascal; Jamet, Eric; Mazenod, Vincent; Mella, Nathalie; Michinov, Estelle; Michinov, Nicolas; Ofosu, Nana; Peter, Laurine; Poletti, Céline; Régner, Isabelle; Riant, Mathilde; Robert, Anaïs; Rudmann, Ocyna; Sanrey, Camille; Stanczak, Arnaud; Toumani, Farouk; Visintin, Emilio Paolo; Pansu, Pascal

doi:10.1016/j.tsc.2025.101873

Scientific article

English

How teacher autonomy support and student creativity jointly contribute to self-regulated learning: a dynamic, person-environment fit perspective

Published inThinking skills and creativity, no. 58

Publication date2025-12

Affiliation entities

Research groups

Funding

Ministère de l'Enseignement Supérieur et de la Recherche
Ministère de l'Enseignement supérieur, de la Recherche et de l'Innovation

Citation (ISO format)

NÚÑEZ-REGUEIRO, Fernando et al. How teacher autonomy support and student creativity jointly contribute to self-regulated learning: a dynamic, person-environment fit perspective. In: Thinking skills and creativity, 2025, n° 58. doi: 10.1016/j.tsc.2025.101873