Autonomous and intrinsic forms of motivation are positively associated with time management, while controlled motivation and amotivation show negative or null associations¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Intrinsic and autonomous motivation correlate positively with time management across multiple samples. → Christopher A. Wolters 2025 q2 i? Autonomy support from teachers and parents positively predicts time management, partly mediated by autonomous motivation. → Christopher A. Wolters 2025 (2)

Evidence¶

Christopher A. Wolters 2025¶

Christopher A. Wolters, Anna C. Brady, Hyun Ji Lee. (2025). Time Management and Achievement Motivation: A Review of What We Know and Directions for Where to Go. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10032-4

q2 · i? · review · r3

The review reports de Bilde et al.'s study of Flemish high school and college students (N = 275) using the LASSI, finding "moderately positive correlations of time management with intrinsic (r = 0.41) and identified (r = 0.36) motivation." Similar positive correlations appear in Turkish, Chinese, and other samples.

"Findings indicated moderately positive correlations of time management with intrinsic (r = 0.41) and identified (r = 0.36) motivation for studying, a negative correlation with external motivation for studying (r = −0.22), and no relation with introjected regulation."

Christopher A. Wolters 2025 (2)¶

Christopher A. Wolters, Anna C. Brady, Hyun Ji Lee. (2025). Time Management and Achievement Motivation: A Review of What We Know and Directions for Where to Go. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10032-4

q2 · i? · review · r2

The review reports Vansteenkiste et al.'s two-sample study of Chinese students in Belgium, in which autonomous motivation positively predicted time management (β = 0.22, 0.52) and controlled motivation negatively (β = −0.45, −0.22), with autonomous motivation fully mediating parental autonomy support effects.

"These authors also reported that students' autonomous (vs. controlled) study motivation fully mediated the positive prediction of parents' autonomy support (vs. psychologically controlling parenting) for students' learning attitudes, including time management."

Discussion¶

Related Claims¶

• Autonomous motivation types positively relate to school achievement while controlled types show weak negative or null relations — related
• Autonomous regulation correlates positively with self-efficacy, learning strategies, and behavioral engagement, while controlled regulation shows no significant linear relations with these outcomes — 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