Teacher autonomy support predicts students' need satisfaction and self-determined motivation more strongly than parental autonomy support¶

Claim · All claims
Evidence · 1 study (3 entries) · quant-synthesis r3 · q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 3 of 3 entries) · not reviewed by a person

Subclaims¶

q3 i? In the meta-analytic path model including both providers, direct and indirect paths from teacher autonomy support to self-determined motivation types and amotivation were stronger than those from parental autonomy support. → Bureau 2022 q3 i? All direct predictions from parental autonomy support to motivation types were close to null once teacher autonomy support and needs were taken into account, with parental support retaining only indirect prediction of identified and intrinsic motivation. → Bureau 2022 (2) q3 i? Trim-and-fill and Egger's regression indicated potential missing studies for teacher autonomy support correlations with introjected, identified, and intrinsic motivation, with corrected effect size estimates below the observed ones. → Bureau 2022 (3)

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

W-COV GLS MASEM (Model 1, pairwise deletion, all 10 variables) testing autonomy support → need satisfaction → motivation types. The model including both providers showed "direct and indirect paths from teacher autonomy support to self-determined motivation types and amotivation were stronger than those from parental autonomy support".

"In the model including both teachers and parental autonomy support, direct and indirect paths from teacher autonomy support to self-determined motivation types and amotivation were stronger than those from parental autonomy support."

Bureau 2022 (2)¶

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

Same MASEM model with both autonomy support sources. Direct predictions from parental autonomy support were "close to null when teacher autonomy support and needs were taken into account", with only indirect prediction of identified and intrinsic motivation (βindirect = .13 and .16).

"all direct predictions from parental autonomy support to motivation types were close to null when teacher autonomy support and needs were taken into account. Parental autonomy support only accounted for some indirect prediction in identified and intrinsic motivation types (βindirect = .13 and .16, respectively)."

Bureau 2022 (3)¶

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

Publication bias analyses (trim and fill, Egger's regression, published–unpublished subgroup comparison) on teacher autonomy support correlations. Corrected estimates were ".09, .29, and .29" versus collected estimates ".17, .44, and .48" for introjected, identified, and intrinsic motivation; direction and interpretation unchanged.

"It was estimated that their true effect sizes be potentially closer to .09, .29, and .29, as opposed to results from the collected data which estimate these effects at .17, .44, and .48."

Discussion¶

Learner Variables¶

• Social Supports — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Student age and sample gender composition moderate associations between motivation antecedents and motivation types — related
• Need satisfaction and autonomy support did not predict external regulation, and introjected associations did not hold in the full model — related
• Competence need satisfaction is the strongest psychological-need predictor of students' self-determined motivation types — related
• Satisfaction of basic psychological needs is positively associated with autonomous motivation, with competence the strongest predictor — related
• Psychological needs correlate more strongly with more self-determined motivation types, from intrinsic motivation down to near-zero with external regulation — related