Psychological needs correlate more strongly with more self-determined motivation types, from intrinsic motivation down to near-zero with external regulation¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i3 Autonomy correlated negatively with amotivation (ρ = −.34), was unrelated to external regulation (ρ = −.04), and correlated positively with introjected (ρ = .23), identified (ρ = .48), and intrinsic motivation (ρ = .57); competence and relatedness showed the same ordering. → 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 · i3 · quant-synthesis · r3

Random-effects meta-analytic correlations (corrected for reliability, robust variance estimator) across the 144-sample database. Autonomy "related negatively with amotivation (ρ = −.34, k = 29), was unrelated to external regulation (ρ = −.04, k = 46)" and rose to ρ = .57 with intrinsic motivation; competence and relatedness showed the same ordering.

"autonomy related negatively with amotivation (ρ = −.34, k = 29), was unrelated to external regulation (ρ = −.04, k = 46), and correlated positively with introjected (ρ = .23, k = 42), identified (ρ = .48, k = 42), and intrinsic motivation types (ρ = .57, k = 52)"

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Education context moderates need–motivation links: amotivation is more strongly negatively related to autonomy and relatedness in classroom than physical education samples — related
• Competence need satisfaction is the strongest psychological-need predictor of students' self-determined motivation types — related
• Need satisfaction and autonomy support did not predict external regulation, and introjected associations did not hold in the full model — possibly the same claim (merge candidate)
• Teacher autonomy support predicts students' need satisfaction and self-determined motivation more strongly than parental autonomy support — related
• The intervention does not change general motivation for mathematics measured by the SRQ-A — related
• Introjected regulation is positively related to Korean students' achievement and self-regulated learning despite its association with academic stress — related