Is it always worth waiting? The effect of autonomy-supportive teaching on shortterm and long-term learning outcomes

Autonomy is known for its positive effects and its use in management practice. Recently\r\nan urgent debate has emerged on its drawbacks on individual outcomes. In this study, we\r\ninvestigate and test a model on the effect on individual learning of an autonomysupportive\r\nteaching style and its interplay with the learner’s previous experience and\r\nperceived management support. Specifically, while research has emphasized the positive\r\neffect of similar contexts, this study focuses on its differential effect on short-term and\r\nlong-term learning outcomes, challenging the traditional view of autonomy. We also\r\nexplore how job experience and management support can improve the effects of\r\nautonomy on individual learning. We test our model by collecting longitudinal data on a\r\nsample of 200 individuals participating in a training programme on managerial skills.\r\nOur results show that (1) the extent to which teachers were perceived as autonomysupportive\r\npresents a linear relationship with short-term learning outcomes (utility reactions)\r\nand a positive curvilinear relationship with training transfer in the long term; (2)\r\nlearner job experience and perceived management support for learning have a positive\r\nmoderating effect on the linear relationship between autonomy and learning outcomes.