Autonomous and controlled motivation correlate positively and strongly across countries (r = .544), and each relates positively to mathematics achievement (r = .248 and r = .080)¶

Claim · All claims
Evidence · 1 study (3 entries) · associational r2 · q2 · i0–i3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 Across all TIMSS 2019 countries, autonomous and controlled motivation showed a large positive association (r = .544). → Núñez-Regueiro 2024 q2 i2 Achievement was higher among students with higher autonomous motivation (r = .248). → Núñez-Regueiro 2024 (2) q2 i0 Achievement was higher, to a lesser extent, among students with higher controlled motivation (r = .080). → Núñez-Regueiro 2024 (3)

Evidence¶

Núñez-Regueiro 2024¶

Núñez-Regueiro, F. (2024). Cubic Relations of Autonomous and Controlled Motivation to Achievement: A Cross-National Validation of Self-Determination Theory Using Response Surface Analysis. Educational Psychology Review, 36 (3). https://doi.org/10.1007/s10648-024-09905-x

q2 · i3 · associational · r2

Descriptive correlational analysis of the TIMSS 2019 sample. The article reports a "large, positive association between the two kinds of motivation" with r = .544, country-level correlations ranging from .427 to .639, contradicting the negative correlation assumed by the unidimensional simplex approach.

"A large, positive association between the two kinds of motivation was apparent across all countries (𝑟= .544, p < .001, 𝑟𝑎𝑛𝑔𝑒(𝑟)=[.427, .639])"

Núñez-Regueiro 2024 (2)¶

Núñez-Regueiro, F. (2024). Cubic Relations of Autonomous and Controlled Motivation to Achievement: A Cross-National Validation of Self-Determination Theory Using Response Surface Analysis. Educational Psychology Review, 36 (3). https://doi.org/10.1007/s10648-024-09905-x

q2 · i2 · associational · r2

Bivariate correlation in the TIMSS 2019 descriptive statistics: "achievement levels were higher among students experiencing autonomous motivation" with r = .248, a moderate printed effect size. The article notes joint regression analyses are needed to untangle these effects.

"achievement levels were higher among students experiencing autonomous motivation (𝑟= .248, p < .001) and, to a lesser extent, among students experiencing controlled motivation (𝑟= .080, p < .001)."

Núñez-Regueiro 2024 (3)¶

Núñez-Regueiro, F. (2024). Cubic Relations of Autonomous and Controlled Motivation to Achievement: A Cross-National Validation of Self-Determination Theory Using Response Surface Analysis. Educational Psychology Review, 36 (3). https://doi.org/10.1007/s10648-024-09905-x

q2 · i0 · associational · r2

Bivariate correlation in the TIMSS 2019 descriptive statistics: achievement related "to a lesser extent" to controlled motivation, r = .080 — a negligible printed effect size. The article notes joint regression analyses are needed to untangle these effects.

"achievement levels were higher among students experiencing autonomous motivation (𝑟= .248, p < .001) and, to a lesser extent, among students experiencing controlled motivation (𝑟= .080, p < .001)."

Discussion¶

Related Claims¶

• Across 37 countries, polynomial models with nonlinear or interactive effects of autonomous and controlled motivation on mathematics achievement always fit better than linear additive-only models — related
• In 14 countries, a cubic effect of autonomous motivation best fit the motivation-achievement relation, explaining 10.7% of achievement variance (an 8.1% increase over the additive model) — related
• Teachers' load-reducing strategies correlate with lower cognitive load and higher motivation, engagement, and achievement, and their motivating styles with lower load and higher motivation and engagement (Evans et al., 2024) — related