Self-determination theory (SDT) posits thatteacher autonomy, competence, and relatedness support arecrucial universal promotors for students’ interest in learn-ing, which is in line with the general aims of positiveeducation. This study examines the relationship betweenthe three dimensions of students’ perception of Indonesianteachers ́autonomy, competence, and relatedness supportand students’ perceived autonomous motivation in sec-ondary education (Grades 10–12). Particularly the relativeimportance of the three dimensions of teacher support ontwo types of autonomous motivation (identified versusintrinsic) were explored. The three dimensions of teachersupport (Nteacher=202) were measured with the Teacheras Social Context questionnaire, and the Questionnaire onMotivational Dimension was used to measure the students’autonomous motivation (Nstudents=4396). Results showthat teacher autonomy, competence, and relatedness sup-port are all related to the Indonesian students’ autonomousmotivation. Compared to findings from the Western con-text, the relative importance of autonomy support wasshown to be less salient. This is in line with some otherAsian studies. The relative importance of autonomy sup-port seems to vary amongst different countries within Asia.We conclude that the three teaching support dimensions arerelevant for autonomous motivation of Indonesian students,which confirms the applicability of SDT for the Indonesian contex

• Autonomous Motivation in the Indonesian Classroom:Relationship with Teacher Support Through the Lens of Self-Determination Theory