Meeting a student's autonomy, competence, and relatedness needs is one of the conditions to help him/her learn effectively. In this study, we aim to understand how teacher support (relationship with students, their autonomy support) and general classroom atmosphere (equity, relationships between students) predict students' learning; that is, the learning strategies they use. Data were collected from 24 secondary schools in 9 municipalities in Lithuania with low SES (socioeconomic status) contexts (N = 632 students; 330 girls and 302 boys). The following instruments were used in the research: What Is Happening in this Class? (WIHIC) questionnaire, a short form of the Learning Climate Questionnaire (LCQ), and the Learning Strategies scale. The results showed that girls use learning strategies statistically significantly more actively than boys. Students' use of learning strategies in a sample of both boys and girls are predicted by perceived teacher support, student cohesiveness, and perceived autonomy support. Therefore, responding to the relatedness and autonomy needs of students from low SES is very significant because it can increase their engagement in the learning process. The difference found, that equity is a significant predictor of learning strategies in the sample of girls, but not in boys, encourages further research and interpretation of such research results.
Keywords: equity; learning strategies; perceived autonomy support; perceived teacher’s support; self-determination theory; student cohesiveness.