The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning

Frontiers in Education

Education

Marius O. Johansen¹  Sigrunn Eliassen¹  Lucas M. Jeno² 

[1] Department of Biology, bioCEED–Centre of Excellence in Biology Education, University of Bergen, Bergen, Norway;Department of Education, University of Bergen, Bergen, Norway;

关键词: self-determination theory (SDT);    autonomous motivation;    controlled motivation;    autonomy support;    autonomy thwarting;    higher education;   

DOI  :  10.3389/feduc.2023.1153647

 received in 2023-01-29, accepted in 2023-03-13,  发布年份 2023

来源: Frontiers

【 摘 要 】

According to Self-Determination Theory, autonomy support is essential in fostering optimal learning, growth, and functioning in students across all levels. In contrast, autonomy thwarting is associated with student malfunctioning. The purpose of the current study was to investigate the relationship between perceptions of autonomy support and thwarting, students’ autonomous and controlled motivations, and aspects of student functioning in a higher education setting. The sample consisted of 414 Norwegian university students recruited from introductory calculus courses. Structural equation modeling indicated that perceived autonomy support predicts autonomous motivation and is negatively linked to controlled motivation. Autonomy thwarting is negatively linked to autonomous motivation and positively predicts controlled motivation. We found that autonomous motivation predicts engagement, effort, and learning. Controlled motivation is negatively linked to vitality and engagement, and positively predicts effort. The results are in line with the tenets of Self-Determination Theory, and the present study highlights the importance of providing an autonomy supportive environment during higher education lectures.

【 授权许可】

Unknown   
Copyright © 2023 Johansen, Eliassen and Jeno.