Introjected regulation is positively related to Korean students' achievement and self-regulated learning despite its association with academic stress¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? A meta-analysis found introjected regulation positively related to Korean students' achievement and self-regulated learning. → Bong 2026

Evidence¶

Bong 2026¶

Bong, M., Jeong, D., Park, S., Suh, J., Kim, S. G., Park, J. C., & Kim, J. (2026). Cultural Insights into the Motivation Paradox of East Asian Learners. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10140-9

q3 · i? · review · r2

The review reports this meta-analytic result, attributing it to Lee (2017): introjected regulation, a controlled form of motivation in SDT, was 'positively related to Korean students' achievement and self-regulated learning' despite co-occurring with academic stress. No effect size is printed in the review.

"A meta-analysis by Lee (2017) found that introjected regulation, despite its association with academic stress, was positively related to Korean students' achievement and self-regulated learning."

Discussion¶

Related Claims¶

• Autonomous motivation types positively relate to school achievement while controlled types show weak negative or null relations — reports the opposite
• Psychological needs correlate more strongly with more self-determined motivation types, from intrinsic motivation down to near-zero with external regulation — related
• Within SDT, intrinsic motivation predicts intended effort most strongly, followed by identified regulation, with introjected regulation much weaker — related