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

2021/11/08 by Lucas M. Jeno, Jorun Nylehn, Jorun Nyléhn +5
Psychology · #Education, Achievement, and Giftedness #Motivation and Self-Concept in Sports #Perfectionism, Procrastination, Anxiety Studies

paper · pdf · doi:10.1080/00313831.2021.1990125

crossref issued 2021/11/08 · crossref published 2021/11/08 · crossref published-online 2021/11/08 · openalex publication_date 2021/11/08 · crossref created 2021/11/09 · crossref deposited 2023/02/08 · crossref published-print 2023/02/23 · openalex created_date 2025/10/10 · crossref indexed 2026/07/28 · openalex updated_date 2026/07/29

Abstract

Inadequate academic functioning among students might be a main cause of the considerable dropout rates, and well-being and achievement problems in higher education. Few studies address the role of motivation for academic functioning. Thus, using Self-Determination Theory, the main goal of this study was to investigate motivational determinants of academic functioning among 406 biology students (mode age 21-25, 69.5% females) from nine higher education institutions in Norway. Data were collected using an online survey and analyzed using Structural Equation Modeling. Results show that teacherś autonomy-support positively predicts autonomous motivation and perceived competence among the students. In turn, autonomous motivation and competence positively predicts vitality, and negatively predicts dropout intentions. Achievement was only predicted by perceived competence. We recommend that instructors adopt an autonomy-supportive teaching style, for example by providing a meaningful rationale when introducing teaching and learning activities, for students to feel more competent and autonomous in their motivation.

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Related

• Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations
• Motivation and Education: The Self-Determination Perspective
• Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion
• Students' Motivation toward Science Learning and Achievement in Biological Sciences in a Self- Regulated Learning Environment
• Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting