Satisfaction of basic psychological needs is positively associated with autonomous motivation, with competence the strongest predictor¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q3
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Basic psychological need satisfaction is positively associated with autonomous forms of motivation; the need for competence most strongly predicted intrinsic and identified motivation. → Detlef Urhahne · Lisette Wijnia 2023

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 · i? · theoretical · r3

Meta-analysis reported in the self-determination theory section "confirmed that the satisfaction of basic psychological needs is positively associ- ated with autonomous forms of motivation"; relative weight analysis showed competence most strongly predicted intrinsic and identified motivation, followed by autonomy and relatedness. No effect size printed.

"the Bureau et al. (2022) meta-anal- ysis confirmed that the satisfaction of basic psychological needs is positively associ- ated with autonomous forms of motivation."

Discussion¶

Related Claims¶

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• In agentic AI-supported online learning, perceived autonomy, competence, and relatedness are each positively associated with learning motivation — a broader claim this one bears on
• Competence is the strongest independent psychological predictor of AI literacy performance, followed by autonomy; relatedness has no significant independent effect — related
• Within SDT, intrinsic motivation predicts intended effort most strongly, followed by identified regulation, with introjected regulation much weaker — related
• The comprehensive psychological need satisfaction configuration (competence core) has the highest coverage for high learning engagement, with GAI use unconstrained — related
• Autonomous motivation types positively relate to school achievement while controlled types show weak negative or null relations — related
• School-side support (teacher, instructional, and institutional provision) is associated with learners' motivation, engagement, and need satisfaction — related
• Positive teacher-student relationships fulfill relatedness needs and support internalization of learning — a narrower finding that bears on this claim
• Competence need satisfaction is the strongest psychological-need predictor of students' self-determined motivation types — related
• Teacher autonomy support predicts students' need satisfaction and self-determined motivation more strongly than parental autonomy support — related
• Need satisfaction and autonomy support did not predict external regulation, and introjected associations did not hold in the full model — related
• In EERs, autonomy, competence, and relatedness are each supported by specific design features per self-determination theory — a narrower finding that bears on this claim
• Self-determination theory grew incrementally by adding mini-theories as evidence accumulated — related
• Autonomous motivation is the strongest positive predictor of hedonic teacher wellbeing (ρ = .83) — related