Perceived individual and class-directed autonomy support positively predict students' intrinsic motivation, effort, and persistence¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2024 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? At the student level, both individual and class-directed autonomy support positively predict intrinsic motivation, effort, and persistence. → Flunger 2024
Evidence¶
Flunger 2024¶
Flunger, B., Verdonschot, A., Zitzmann, S., Hornstra, L., & van Gog, T. (2024). A Bayesian approach to students' perceptions of teachers' autonomy support. Learning and Instruction, 91, 101873. https://doi.org/10.1016/j.learninstruc.2023.101873
q3 · i? · associational · r2
Bayesian Multilevel-SEM estimated separately for each of four outcomes (intrinsic motivation, extrinsic regulation, effort, persistence) in 446 students from 22 classes, using the measurement model from the ML-CFA part. The article reports positive student-level predictions for the three named outcomes.
"At the student level, individual and class- directed autonomy support positively predicted intrinsic motivation, effort, and persistence; perceived relative lack of autonomy support positively predicted extrinsic regulation."
Discussion¶
Learner Variables¶
- Motivation — outcome: instruction changes it
Related Claims¶
- Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — a broader claim this one bears on
- Basic psychological need satisfaction is strongly associated with learning engagement among medical undergraduates — related
- Well-designed games can promote persistence in practice and high-quality engagement, and when basic needs of autonomy, competence, and relatedness are met, learning becomes its own reward, reducing the temptation to outsource cognitive effort to LLMs. — related
- Students distinguish individual from class-directed autonomy support at the student level, but class-level aggregates form one overall autonomy-supportive atmosphere factor — related
- Perceived differences in teachers' autonomy support form three student-level factors, including relative lack of autonomy support — related
- Perceived Competence, Intrinsic Motivation, and Psychological Safety each significantly positively predict Deep Revision Engagement — related
- Positive teacher-student relationships fulfill relatedness needs and support internalization of learning — related
- Students' perceived relative lack of autonomy support positively predicts extrinsic regulation — a narrower finding that bears on this claim
- Student perceptions of autonomy support, structure, and involvement positively predict student self-determination, mediated by autonomy and competence need satisfaction — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
autonomy-support-predicts-intrinsic-motivation-effort-persistence |
title |
Perceived individual and class-directed autonomy support positively predict students' intrinsic motivation, effort, and persistence |
description |
Perceived individual and class-directed autonomy support positively predict students' intrinsic motivation, effort, and persistence |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-22 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — flunger-2024 |
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