Autonomy Support, Intrinsic Motivation, and Perceived Competence: Conceptual and Empirical Linkages

The purpose of this study was to test three models with regard to the linkages among autonomy support, intrinsic motivation, and perceived competence. The first model is based on Cognitive Evaluation Theory and postulates that teachers’ autonomy support influences changes in intrinsic motivation via...

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Bibliographic Details
Published in:Personality & social psychology bulletin 2001-06, Vol.27 (6), p.643-650
Main Authors: Guay, Frédéric, Boggiano, Ann K., Vallerand, Robert J.
Format: Article
Language:English
Subjects:
Autonomy
Children & youth
Colorado
Competency tests
Intrinsic motivation
Motivation
Perceived competence
Public schools
Social psychology
Students
Teacher-Student interactions
Teachers
USA
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Summary:The purpose of this study was to test three models with regard to the linkages among autonomy support, intrinsic motivation, and perceived competence. The first model is based on Cognitive Evaluation Theory and postulates that teachers’ autonomy support influences changes in intrinsic motivation via changes in perceived academic competence. However, the second and the third model are based on the Diathesis Stress Model of Achievement Processes and posit, respectively, that intrinsic motivation could play a mediating and a moderating role in the relation between teachers’ autonomy support and changes in perceived competence. A total of 215 fifth-grade children participated in a longitudinal study over a 1-year period. Results from regression analyses provided some support for the first model but stronger support for the second and third model.
ISSN:0146-1672
1552-7433
DOI:10.1177/0146167201276001