Autonomous motivation types positively relate to school achievement while controlled types show weak negative or null relations¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2 · q3 · i0–i1
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Intrinsic motivation (d = .27) and identified regulation (d = .35) are positively associated with school achievement. → Detlef Urhahne · Lisette Wijnia 2023 q3 i0 Introjected (d = −.12) and external regulation (d = −.22) show weak but significant negative associations with academic achievement in one meta-analysis, but no significant relations in another. → Detlef Urhahne · Lisette Wijnia 2023 (2)

Evidence¶

Detlef Urhahne · Lisette Wijnia 2023¶

Detlef Urhahne · Lisette Wijnia. (2023). Theories of Motivation in Education: an Integrative Framework. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09767-9

q3 · i1 · review · r2

Meta-analysis reported in the self-determination theory section found "positive associa- tions of intrinsic motivation (d = .27) and identified regulation (d = .35) with school achievement."

"Concerning the autonomous motivation types, Taylor et al. (2014) reported positive associa- tions of intrinsic motivation (d = .27) and identified regulation (d = .35) with school achievement."

Detlef Urhahne · Lisette Wijnia 2023 (2)¶

Detlef Urhahne · Lisette Wijnia. (2023). Theories of Motivation in Education: an Integrative Framework. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09767-9

q3 · i0 · theoretical · r3

The same meta-analysis found "weak but significant negative associations with academic achievement for introjected (d = − .12) and external regulation (d = − .22)."

"Taylor et al. (2014) reported weak but significant negative associations with academic achievement for introjected (d = − .12) and external regulation (d = − .22)."

Detlef Urhahne · Lisette Wijnia 2023 (3)¶

Detlef Urhahne · Lisette Wijnia. (2023). Theories of Motivation in Education: an Integrative Framework. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09767-9

q3 · i? · review · r2

A second meta-analysis reported in the same section found introjected and external regulation "not significantly related" to self-reported or objective school performance; equivalence was not tested.

"Howard et al. (2021) found that introjected and external regulation were not significantly related to self-reported (introjected ρ = .07, external ρ = − .02) or objective school performance (introjected ρ = − .01, external ρ = − .03)."

Discussion¶

Related Claims¶

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• Controlled motivation negatively predicts school grades and does not compensate for low autonomous motivation — related