Students’ perceptions of an autonomy-supportive teaching style and perceived employability: a quantitative study of Moroccan business school students

Issam melhaoui; Said Balhadj

doi:10.31637/epsir-2027-2473

Autores/as

Issam melhaoui University Mohammed First
Said Balhadj Abdelmalek Essaâdi University

DOI:

https://doi.org/10.31637/epsir-2027-2473

Palabras clave:

Autonomy-supportive style, employability, efficacy beliefs, behavior regulation, self determination, self confidence, autonomy, competence

Resumen

Introduction: Employability is a complex and multidimensional concept that has been widely developed over the last three decades. The purpose of this study is to examine how students' perceptions of an autonomy-supportive teaching style relate to their efficacy beliefs, self-determination, self-confidence and perceived employability among Moroccan business school students. Methodology: This article reports the quantitative phase of an exploratory sequential mixed-methods design. A cross-sectional survey was administered online to 530 final-year students from Moroccan business schools and analysed through partial least squares structural equation modelling (PLS-SEM) in SmartPLS. Results: The analysis supports eight of the nine hypothesised relationships. Students' perceptions of an autonomy-supportive teaching style are positively associated with their self-efficacy, self-determination and perceived employability. Self-confidence mediates the relationships between self-determination and perceived employability and between self-efficacy and perceived employability, but no association was observed between perceived teaching style and self-confidence. Discussion and conclusion: Educational efforts could usefully extend beyond knowledge and generic skills to address students' interpersonal skills, feelings and behaviours, with a view to supporting the development of efficacy beliefs, personal identity and perceived employability.

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