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Background: Provision of structure in classroom settings constitutes one of the pillars of conducive learning environments. However, little is known whether the particular elements of provided structure-namely, contingency, clear expectations, help and support, and monitoring-are equally important for student learning and motivation., Aims: In this cross-sectional study, we aimed to investigate to what extent students' autonomous motivation is linearly and curvilinearly related to their perceptions of their teachers' contingency, clear expectations, help and support, and monitoring., Sample: Participants were 12,036 Turkish adolescent students (age range: 15-19 years; 54.4% males) from 446 classes, nested into 24 public schools., Methods: Cross-sectional, based on student ratings of their self-determined motivation and their teacher structure provision and autonomy support., Results: Multilevel and ordinary least-squares polynomial regression analyses showed all the four perceived structure elements to predict autonomous motivation, with expectations and contingency (especially when coupled with monitoring) being even more important predictors than the other elements. Response surface analyses also showed strong positive relation between autonomous motivation and all the possible pairs of the four elements of perceived structure along the line of congruence, suggesting an additive effect when teachers are thought to be contingent and helpful and supportive (or monitor their students, or clearly communicate their expectations)., Conclusions: These findings imply the key role that teachers could play in enhancing their students' autonomous motivation by providing all the elements of structure., (© 2022 The British Psychological Society.)

Background: Teaching is a stressful profession especially for beginning teachers. Induction programmes can support beginning teachers. Little is known concerning which elements of induction programmes can influence (the change in) teachers' stress over time., Aims: This study aims to investigate the growth of stress causes and stress responses during the first 3 years of professional practice and to reveal the influence of induction arrangement elements on the initial level as well as the change in stress levels over the 2 years that followed., Sample: Longitudinal data from a sample of 393 beginning teachers (56.5% female) were collected at three measurement occasions. All teachers were offered four different induction arrangement elements., Method: Results of multiple group confirmatory factor analysis confirmed longitudinal measurement invariance. Multivariate latent growth curve modelling (MLGM) was conducted to examine the initial status, the subsequent linear growth, and the influence of the individual induction arrangement elements on the stress causes and stress responses., Results: MLGM results show that perceived stress caused by high psychological task demands increases over time (d = 0.22), whereas perceived stress caused by negative pupil aspects decreases over time (d = -0.52). Further, workload reduction decreases the level of perceived high psychological task demands, negative social aspects, and all the stress responses. Perceived support for effective teaching behaviour decreases the level of perceived negative emotions and discontent. Further, school enculturation has an influence on the change in perceived discontent over time., Conclusions: Perceived stress causes and stress responses can change over time. Specific induction arrangement elements appear to be powerful elements to reduce the level, and the change over time, of specific perceived stress causes and stress responses., (© 2018 The Authors. British Journal of Education Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)