Differentiated need support by teachers: Student-specific provision of autonomy and structure and relations with student motivation.

Background: According to self-determination theory, teachers can support their students' engagement in learning by providing autonomy support and structure. Within classes, however, there appears to be great diversity in the extent to which students experience autonomy and structure.

Aims: This study aimed to investigate the degree to which teachers' perceptions of student-specific autonomy support and structure differ between students in their class and whether differentiated need support predicts students' motivation.