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Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations
Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (re...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8935530/ https://www.ncbi.nlm.nih.gov/pubmed/35330866 http://dx.doi.org/10.3102/00346543211042426 |
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author | Bureau, Julien S. Howard, Joshua L. Chong, Jane X. Y. Guay, Frédéric |
author_facet | Bureau, Julien S. Howard, Joshua L. Chong, Jane X. Y. Guay, Frédéric |
author_sort | Bureau, Julien S. |
collection | PubMed |
description | Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students’ need satisfaction and self-determined motivation more strongly than parental autonomy support. In addition, competence is the most positive predictor of self-determined motivation, followed by autonomy and then by relatedness. |
format | Online Article Text |
id | pubmed-8935530 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-89355302022-03-22 Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations Bureau, Julien S. Howard, Joshua L. Chong, Jane X. Y. Guay, Frédéric Rev Educ Res Article Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students’ need satisfaction and self-determined motivation more strongly than parental autonomy support. In addition, competence is the most positive predictor of self-determined motivation, followed by autonomy and then by relatedness. SAGE Publications 2021-09-11 2022-02 /pmc/articles/PMC8935530/ /pubmed/35330866 http://dx.doi.org/10.3102/00346543211042426 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | Article Bureau, Julien S. Howard, Joshua L. Chong, Jane X. Y. Guay, Frédéric Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations |
title | Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations |
title_full | Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations |
title_fullStr | Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations |
title_full_unstemmed | Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations |
title_short | Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations |
title_sort | pathways to student motivation: a meta-analysis of antecedents of autonomous and controlled motivations |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8935530/ https://www.ncbi.nlm.nih.gov/pubmed/35330866 http://dx.doi.org/10.3102/00346543211042426 |
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