Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory

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. T...

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Bibliographic Details
Published in:Perspectives on psychological science Vol. 16; no. 6; pp. 1300 - 1323
Main Authors: Howard, Joshua L., Bureau, Julien, Guay, Frédéric, Chong, Jane X. Y., Ryan, Richard M.
Format: Journal Article
Language:English
Published: Los Angeles, CA SAGE Publications 01.11.2021
SAGE PUBLICATIONS, INC
Subjects:
Academic achievement
Achievement
Autonomy
Ego
Ego involvement
Goal Orientation
Humans
Intrinsic motivation
Learning Motivation
Meta Analysis
Motivation
Outcomes of Education
Persistence
Personal Autonomy
Punishment
Regulation
Reward
Rewards
School adjustment
Self concept
Self determination
Self Motivation
Student Adjustment
Student Motivation
Students
Well being
meta-analysis
education
self-determination
motivation
ISSN:1745-6916, 1745-6924, 1745-6924
Online Access:Get full text
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Summary: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.
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ISSN:1745-6916
1745-6924
1745-6924
DOI:10.1177/1745691620966789