Education context moderates need–motivation links: amotivation is more strongly negatively related to autonomy and relatedness in classroom than physical education samples¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Correlations between amotivation and both autonomy and relatedness were substantially more negative in classroom samples than in physical education samples, while the competence–amotivation relation was consistent across contexts. → Bureau 2022

Evidence¶

Bureau 2022¶

Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations. Review of Educational Research, 92(1), 46–72. https://doi.org/10.3102/00346543211042426

q3 · i? · quant-synthesis · r3

Subgroup analysis of meta-analytic correlations comparing classroom education and physical education samples. The amotivation correlations with autonomy and relatedness were "substantially more negative in the classroom samples as compared to the physical education samples", while competence–amotivation was consistent across contexts.

"Regarding education context (i.e., classroom education vs. physical education), the correlations between amotivation and both autonomy and relatedness is substantially more negative in the classroom samples as compared to the physical education samples."

Discussion¶

Related Claims¶

• Student age and sample gender composition moderate associations between motivation antecedents and motivation types — related
• Psychological needs correlate more strongly with more self-determined motivation types, from intrinsic motivation down to near-zero with external regulation — related
• Competence need satisfaction is the strongest psychological-need predictor of students' self-determined motivation types — related