The relationship between perceived teacher autonomy support, perceived competence in learning, and academic performance among nursing students

Abstract Perceived teacher autonomy support in nurse education remains understudied in the literature. This study examined the relationship between students' perceived teacher autonomy support, perceived competence in learning, and academic performance. A cross‐sectional correlation descriptive design was used for 225 participants, undergraduate nursing students studying in Saudi Arabia. Perceived teacher autonomy support, perceived competence in learning, and academic performance were measured using the Learning Climate Questionnaire, Perceived Competence Scale for Learning, and student grade point average, respectively. The results revealed a high level of perceived teacher autonomy support and perceived competence in learning among the nursing students, with students in the internship year (final year) reporting higher perceived teacher autonomy support than students in other years. There was a strong positive correlation between perceived teacher autonomy support and perceived competence in learning. Further, students' perceived teacher autonomy support predicted their academic performance, indicating that those with high perceived teacher autonomy support were more likely to have a higher grade point average. Nurse educators must prioritize student autonomy support for better learning and performance, especially upon enrollment in a nursing program.