文章基本信息

标题：A self-determination theory perspective on autonomy support, autonomous self-regulation, and perceived school performance
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作者：Lucas M Jeno ; Åge Diseth
期刊名称：Reflecting Education
印刷版ISSN：1746-9082
电子版ISSN：1754-1204
出版年度：2014
卷号：9
期号：1
页码：1-20
语种：English
出版社：Institute of Education, University of London
摘要：A self-determination theory perspective on motivation assumes that students’ motivation may be described in terms of perceived autonomy support from their teacher, their basic need satisfaction, self-regulation and perceived competence. The present study investigated these aspects of motivation among 316 upper secondary school students. A path analysis showed that students' perceived autonomy support predicted their need satisfaction, which in turn predicted autonomous self- regulation, perceived competence and perceived school performance. The relation between basic need satisfaction and perceived school performance was fully mediated by autonomous self-regulation. Finally, the students' perceived autonomy support was partly accounted for at class-level, indicating that the students in the same class to some extent had similar experience of autonomy support. In conclusion, the present findings supported a motivational model in accordance with self-determination theory.