Autonomous motivation positively predicts subsequent school grades in both middle and high school students¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i1 small
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Autonomous motivation measured at the start of the year positively predicts end-of-year grades, with standardized coefficients of .12 (high school) and .33 (middle school). → Mouratidis 2021

Evidence¶

Mouratidis 2021¶

Mouratidis, A., Michou, A., Sayil, M., & Altan, S. (2021). It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades. Learning and Instruction, 73, 101433. https://doi.org/10.1016/j.learninstruc.2020.101433

q3 · i1 · associational · r2

Two-sample longitudinal study: motivation measured in class at T1, grades collected six months (Sample 1, n = 3094) and two months later (Sample 2). The article reports grades "predicted positively by T1 autonomous motivation" in both samples (β = .12 and .33, printed in Table 2).

"end-of-school-year grades in either mathematics or Turkish language subject matter were predicted positively by T1 autonomous motivation and negatively by T1 controlled motivation"

Discussion¶

Learner Variables¶

• Motivation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Within SDT, intrinsic motivation predicts intended effort most strongly, followed by identified regulation, with introjected regulation much weaker — related
• The relation of autonomous motivation to grades is curvilinear, with grades accelerating at higher autonomous motivation — related
• Controlled motivation negatively predicts school grades and does not compensate for low autonomous motivation — related