TY - JOUR
T1 - Student motivation and associated outcomes
T2 - a meta-analysis from self-determination theory
AU - Howard, Joshua L.
AU - Bureau, Julien
AU - Guay, Frédéric
AU - Chong, Jane X.Y.
AU - Ryan, Richard M.
PY - 2021/11/1
Y1 - 2021/11/1
N2 - Student outcomes are influenced by different types of motivation that stem from external incentives, ego involvement, personal value, and intrinsic interest. The types of motivation described in self-determination theory each co-occur to different degrees and should lead to different consequences. The associations with outcomes are due in part to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analysis, we examine these different types of motivation in 344 samples (223,209 participants) as they relate to 26 performance, well-being, goal orientation, and persistence-related student outcomes. Findings highlight that intrinsic motivation is related to student success and well-being, whereas personal value (identified regulation) is particularly highly related to persistence. Ego-involved motives (introjected regulation) were positively related to persistence and performance goals but also positively related with indicators of ill-being. Motivation driven by a desire to obtain rewards or avoid punishment (external regulation) was not associated with performance or persistence but was associated with decreased well-being. Finally, amotivation was related to poor outcomes. Relative weights analysis further estimates the degree to which motivation types uniquely predict outcomes, highlighting that identified regulation and intrinsic motivation are likely key factors for school adjustment.
AB - Student outcomes are influenced by different types of motivation that stem from external incentives, ego involvement, personal value, and intrinsic interest. The types of motivation described in self-determination theory each co-occur to different degrees and should lead to different consequences. The associations with outcomes are due in part to unique characteristics and in part to the degree of autonomy each entails. In the current meta-analysis, we examine these different types of motivation in 344 samples (223,209 participants) as they relate to 26 performance, well-being, goal orientation, and persistence-related student outcomes. Findings highlight that intrinsic motivation is related to student success and well-being, whereas personal value (identified regulation) is particularly highly related to persistence. Ego-involved motives (introjected regulation) were positively related to persistence and performance goals but also positively related with indicators of ill-being. Motivation driven by a desire to obtain rewards or avoid punishment (external regulation) was not associated with performance or persistence but was associated with decreased well-being. Finally, amotivation was related to poor outcomes. Relative weights analysis further estimates the degree to which motivation types uniquely predict outcomes, highlighting that identified regulation and intrinsic motivation are likely key factors for school adjustment.
KW - education
KW - meta-analysis
KW - motivation
KW - self-determination
UR - http://www.scopus.com/inward/record.url?scp=85100976644&partnerID=8YFLogxK
U2 - 10.1177/1745691620966789
DO - 10.1177/1745691620966789
M3 - Article
C2 - 33593153
AN - SCOPUS:85100976644
SN - 1745-6916
VL - 16
SP - 1300
EP - 1323
JO - Perspectives on Psychological Science
JF - Perspectives on Psychological Science
IS - 6
ER -