INTRODUCTION: It has already been shown that positive emotions can positively influence learning behavior. However, what is less known is whether teacher support mediates this relationship in adolescents of varying ages and genders in self-directed learning (SDL) at school. METHODS: Data gathered with questionnaires given to 754 German students (Mage = 13.56; SD = 1.2; 49,4% female students) at two measurement times is used as the empirical basis of this study. To control for possible gender and age-based differences in the interplay and extent of the variables, a multigroup structural equation model and latent mean comparison (LMC) were carried out, whereby four groups [female 6th/7th graders, male 6th/7th graders (earlier adolescence), female 8th/9th graders, male 8th/9th graders (middle adolescence)] were examined. RESULTS: Across from the female 8th/9th graders as the reference group, the LMC showed that all other groups have significantly higher mean values for positive emotions. In addition, female 6th/7th graders report a significantly higher level of volition. Teacher support partly mediates all relations. Group differences in the interplay of the variables were excluded. CONCLUSION: The results of the study highlight the importance of teacher support when SDL is carried out in school. Thus, teacher support reduces the effects between positive emotions and learning behavior. This means that in self-directed learning, even those students who develop weaker positive emotions are supported.
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