Autonomous regulation correlates positively with self-efficacy, learning strategies, and behavioral engagement, while controlled regulation shows no significant linear relations with these outcomes¶
Claim · All claims
Evidence · 1 study · associationalr1·q2·i2medium
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
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q2 i2 Autonomous regulation had significant positive correlations with all external variables except teacher-reported engagement, especially learning strategies (r = .45), behavioral engagement (r = .37), and self-efficacy (r = .34). → Ana Rothes 2017
Evidence¶
Ana Rothes 2017¶
Ana Rothes, Marina S. Lemos, and Teresa Gonçalves. (2017). Motivational Profiles of Adult Learners. Adult Education Quarterly. https://doi.org/10.1177/0741713616669588
q2 · i2 · associational · r1
Correlational analysis of all measured variables (Table 1) among 188 adult learners; the later-administered learning-strategy and engagement scales were answered by 175, and teacher-reported engagement was collected for 124. Autonomous regulation correlated with learning strategies r = .45, behavioral engagement r = .37, and self-efficacy r = .34, all p < .01, as printed in the correlation table. Controlled regulation showed no significant correlations with these outcomes.
"Autonomous regulation had significant positive linear relations with all the external variables except for teacher-reported engage- ment, especially with learning strategies, behavioral engagement, and self-efficacy, while controlled regulation had no significant linear relations with the latter"
Discussion¶
Related Claims¶
- Adult learners score much higher in autonomous than controlled regulation, with autonomous regulation mean 3.44 versus controlled 2.42 — related
- Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related
- AI Prompting Literacy is indirectly and significantly associated with Deep Revision Engagement through Perceived Competence, Intrinsic Motivation, and Psychological Safety — related
- Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated — related
- Adult learners' motivation clusters into four profiles combining autonomous and controlled regulation, replicating the structure expected from SDT research with younger students — related
- Adult learners' motivational profiles differ significantly in self-efficacy, learning strategies and behavioral engagement: the good-quality motivation group scores higher on all three, the high-quantity group on strategies and engagement only — related
- Autonomous motivation types positively relate to school achievement while controlled types show weak negative or null relations — related
- Adult learners below secondary education show higher controlled regulation and lower academic self-concept and learning strategies than those above it — related
- Controlled motivation showed no negative effects on the desirable outcomes measured, and no profile differences emerged in academic self-concept or teacher-reported engagement — related
- Autonomous and intrinsic forms of motivation are positively associated with time management, while controlled motivation and amotivation show negative or null associations — related
- SDT-based predictions on motivation and achievement hold for about 93% of students but may not generalize to extreme states of autonomous or controlled motivation — 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
- Extraneous cognitive load is negatively associated with autonomous motivation and positively with disengagement, while intrinsic load is negatively associated with motivation, engagement, and achievement — related
- Controlled motivation negatively predicts school grades and does not compensate for low autonomous motivation — related
- Internally divergent momentary engagement profiles occur within a single task, with students attentive yet emotionally and cognitively disengaged — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
autonomous-regulation-correlations-outcomes |
title |
Autonomous regulation correlates positively with self-efficacy, learning strategies, and behavioral engagement, while controlled regulation shows no significant linear relations with these outcomes |
description |
Autonomous regulation correlates positively with self-efficacy, learning strategies, and behavioral engagement, while controlled regulation shows no significant linear relations with these outcomes |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ana-rothes-2017 |
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