Introduction: High school years, overlapping with adolescence, are a critical period for the development of learning autonomy, self-regulation, and academic self-efficacy. This study, conducted in Romania in 2023, examines student engagement, autonomy, and perceived teacher support by focusing on high school students’ perceptions of learning quality, self-regulated time management, and the perceived relevance of school tasks.

Methods: Using a mixed-methods design, the quantitative component consisted of a survey completed by 3,375 students from a nationally representative sample of 237 high schools. Qualitative data were collected through individual interviews with principals and student representatives, as well as focus groups with teachers and students, providing deeper insight into the school climate and relational dynamics that shape students’ motivation.

Results: Results indicate tension between students’ declared preference for autonomous learning and their reliance on teacher support. While around 70% of students state that they prefer to study independently, 84% report that they learn more effectively when teachers provide instructional and emotional support (clarifying content, offering feedback, and recommending additional learning resources). Furthermore, 61% report allocating extra time for additional preparation, suggesting an emerging awareness of the effort required for academic success and elements of self-regulated learning.

Conclusions: These findings underscore the importance of designing educational practices that foster both autonomy and autonomy-supportive teacher practices within a coherent and supportive school climate. They also open avenues for further research on the individual and contextual factors that shape students’ engagement, self-regulation, and academic self-efficacy in Romanian high schools.