Autonomous Motivation to Enter High School and School Adjustment: A Short-Term Longitudinal Study

Cultural Differences in the Relationships Among Autonomy Support, Psychological Need Satisfaction, Subjective Vitality, and Effort in British and Chinese Physical Education

“…For example, Chirkov, Ryan, Kim and Kaplan (2003) found that, despite differences in cultural orientations in American, Russian, Turkish, and South Korean university students, autonomous motivation was positively related to psychological well-being in all four sub-samples. Several researchers that have sampled one culture also found positive relationships between autonomous motivation and adaptive outcomes in Japanese (Nagasaku & Arai, 2005); Israeli (Roth, Kanat-Maymon, Assor, & Kaplan, 2006), Chinese (Lonsdale, Sabiston, Raedeke, Ha, & Sum, 2009;Vansteenkiste, Zhou, Lens, & Soenens, 2005), Canadian (Ratelle, Guay, Vallerand, Larose, & Senécal, Despite this persuasive support for the universal importance of the three psychological needs, other researchers have proposed that the relative importance of the three psychological needs may vary according to culture. In particular, some researchers consider autonomy as a creation of Western civilisation and less important in Eastern, collectivist cultures because a group's needs are seen as paramount, rather than the needs of the individual (e.g., Iyengar & Lepper, 1999;Markus & Kitayama, 2003).…”