The power of instructional quality, structure, and autonomy support to predict students' perceived competence: A Bifactor-ESEM representation

This field study combined self-determination theory and instructional quality research to complement existing approaches on how to facilitate students' perceived competence. Specifically, model comparisons were first conducted to establish a comprehensive model of structure, autonomy support, and instructional quality. Second, the retained model was used to predict students' perceived competence, applying an exploratory structural equation model-within-confirmatory factor analysis. The study included 277 10th grade students who completed 372 questionnaires in mathematics and biology. Results-wise, the comprehensive model met common evaluation, dimensionality, and reliability criteria. The general factor predicted students' perceived competence. Our inte-grative approach thus helps support students' perceived competence.