Motivational Determinants of Students’ Academic Functioning: The Role of Autonomy-support, Autonomous Motivation, and Perceived Competence

Jeno, Lucas M.; Nyléhn, Jorun; Hole, Torstein Nielsen; Raaheim, Arild; Velle, Gaute; Vandvik, Vigdis

doi:10.1080/00313831.2021.1990125

Cited by 24 publications

(21 citation statements)

References 68 publications

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“…Furthermore, Resch et al ( 2022 ) present results along the same lines. However, research done by Jeno et al, ( 2018 , 2021 ) or Lavigne et al ( 2007 ) show a further association from competence and autonomy on dropout intention as well as academic success that is not seen in our research. However, it can be said that the satisfaction of BPN should be seen as important component of academic success.…”

Section: Discussioncontrasting

confidence: 92%

The relevance of basic psychological needs and subject interest as explanatory variables for student dropout in higher education — a German case study using the example of a cooperative education program

2023

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Student dropout in higher education is a challenge for higher education systems. In recent years, there has been an increasing focus on analyzing motivational aspects in order to counteract dropout. However, the detailed impact mechanisms and processes of motivation on dropout have not been sufficiently researched. For example, there is very little research analyzing the preconditions of motivation and their influence on motivation as well as their eventual influence on dropout. From the background of self-determination theory and the person-object theory of interest, this study analyzes the effects of satisfying the three basic psychological needs on dropout via subject interest. We use data from a cross-sectional design with N = 2662 cooperative students in their first academic year. Our analysis identifies a direct effect of relatedness and subject interest on dropout. Furthermore, indirect effects of satisfying basic psychological needs, specifically, autonomy and relatedness, on dropout via subject interest are noted. We evaluate our results in the context of the current state of research and discuss implications.

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Section: Discussioncontrasting

confidence: 92%

The relevance of basic psychological needs and subject interest as explanatory variables for student dropout in higher education — a German case study using the example of a cooperative education program

2023

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“…Maldonado et al (2019) found that LM mediated the association between high school students' PAS and concentration. Jeno et al (2021) showed that LM mediated the correlation between PAS and vitality in college students. In addition, Yoo (2015) claimed that LM had a mediating role between PAS on SE in secondary school students.…”

Section: The Mediating Role Of Learning Motivationmentioning

confidence: 95%

Chinese College Students' Perceived Teacher Autonomy Support and Engagement: A Moderated Mediation Model

Chen

Huang

2022

IJLTER

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The purpose of this study was to examine the correlation between perceived teacher autonomy support (PAS) and student engagement (SE), as well as the mediating role of learning motivation (LM) and the moderating role of the class climate (CC) among 1517 college students in Chinese universities. Survey questionnaires were used in gathering data, and the findings revealed that: (1) PAS had a significant positive impact on SE (B=0.966, p<0.001); (2) LM partially mediated the association between PAS and SE (B=0.084, p<0.001); (3) CC moderated the relation between PAS and LM (B=1.895, p<0.001); more specifically, favorable CC strengthened the effect of PAS on LM among college students. From the findings, this study contributes to a better comprehension of the influence of PAS on SE among Chinese college students. It is suggested higher education institutions and teachers should pay attention to college students' PAS, LM, and CC to improve college students' engagement.

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“…Moreover, due to the sudden switch, students and instructors had little time to adjust to the demands of the new learning situation. Initial cross-sectional studies pointed to the risks of emergency distance learning for students’ learning motivation, self-regulation, and learning behavior (e.g., Hensley et al, 2022; Holzer et al, 2021), which is particularly concerning, as both intrinsic motivation (e.g., Jeno et al, 2023) and self-regulated learning (e.g., Broadbent & Poon, 2015) are considered foundational for successful learning and academic success.…”

Section: Basic Psychological Need Satisfaction As Foundation For Intr...mentioning

confidence: 99%

“…In the educational context, previous research has shown that teaching styles that satisfy students’ basic psychological needs lead to higher intrinsic motivation (e.g., Bureau et al, 2021). In turn, higher intrinsic motivation is associated with positive educational outcomes such as lower dropout rates (Jeno et al, 2023), higher persistence and engagement (Karimi & Sotoodeh, 2020), more effective study methods (Kusurkar et al, 2013), higher achievement (Hsu et al, 2019; Jeno et al, 2023), and better well-being (Jeno et al, 2023). Considering that distance learning provides less structure and social support to compensate for a potential lack of intrinsic motivation, it is deemed to be equally, if not more, important in distance learning settings than in regular face-to-face education (Hensley et al, 2022; Hsu et al, 2019).…”

Section: Basic Psychological Need Satisfaction As Foundation For Intr...mentioning

confidence: 99%

The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19

Pelikan

Grützmacher

Hager

et al. 2023

Zeitschrift für Psychologie

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Higher education institutions in Austria switched to emergency distance learning in March 2020 to mitigate the spread of COVID-19. Due to the sudden change, students and instructors scarcely had time to adjust to the new demands. Initial cross-sectional studies pointed to the risks of emergency distance learning for students’ intrinsic motivation, self-regulation, and learning behavior. We investigated the longitudinal effects between the satisfaction of the basic psychological needs (competence, autonomy, and social relatedness), intrinsic motivation, and self-regulated learning, applying a cross-lagged panel model. A sample of N = 3,286 students answered four online questionnaires between April 2020 and July 2021. All measured constructs remained stable during that time span. The satisfaction of the basic needs was cross-sectionally related to intrinsic motivation. We found no cross-lagged effects on intrinsic motivation. Self-regulated learning showed small but significant cross-lagged positive effects on intrinsic motivation at all time points. Implications and future research perspectives are discussed.

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Motivational Determinants of Students’ Academic Functioning: The Role of Autonomy-support, Autonomous Motivation, and Perceived Competence

Cited by 24 publications

References 68 publications

The relevance of basic psychological needs and subject interest as explanatory variables for student dropout in higher education — a German case study using the example of a cooperative education program

The relevance of basic psychological needs and subject interest as explanatory variables for student dropout in higher education — a German case study using the example of a cooperative education program

Chinese College Students' Perceived Teacher Autonomy Support and Engagement: A Moderated Mediation Model

The Role of Basic Need Satisfaction for Motivation and Self-Regulated Learning During COVID-19

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