It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades

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buir.contributor.authorMouratidis, Athanasios
buir.contributor.authorMichou, Aikaterini
buir.contributor.authorAltan, Servet
buir.contributor.orcidMouratidis, Athanasios|0000-0003-0325-8077
buir.contributor.orcidMichou, Aikaterini|0000-0003-4324-5326
dc.citation.epage14en_US
dc.citation.spage1en_US
dc.citation.volumeNumber73en_US
dc.contributor.authorMouratidis, Athanasios
dc.contributor.authorMichou, Aikaterini
dc.contributor.authorSayil, M.
dc.contributor.authorAltan, Servet
dc.date.accessioned2022-02-22T13:30:22Z
dc.date.available2022-02-22T13:30:22Z
dc.date.issued2020-12-07
dc.departmentGraduate School of Educationen_US
dc.description.abstractCan controlled motivation contribute to desired educational outcomes such as academic achievement over and above autonomous motivation? No, According to Self-Determination Theory. Yet, some recent findings have shown that controlled motivation may not fully undermine motivated behavior when autonomous motivation remains high. In this study, we tested this possibility through two different samples of more than 3000 Turkish adolescent students. Through polynomial regression and response surface analyses we found only slim evidence that high controlled motivation can predict higher grades. Instead, a consistent finding that emerged was that higher grades were expected when high levels of autonomous motivation coincided with low levels of controlled motivation rather than high levels of controlled motivation. These findings highlight the usefulness of polynomial regressions and response surface analyses to examine pertinent questions which challenge the view that controlled motivation may not be as much detrimental as self-determination theory claims to be.en_US
dc.description.provenanceSubmitted by Esma Aytürk (esma.babayigit@bilkent.edu.tr) on 2022-02-22T13:30:22Z No. of bitstreams: 1 It_is_autonomous,_not_controlled_motivation_that_counts_Linear_and_curvilinear_relations_of_autonomous_and_controlled_motivation_to_school_grades.pdf: 5670103 bytes, checksum: ed559cbb3c9ac13a02d2e0c55dd27757 (MD5)en
dc.description.provenanceMade available in DSpace on 2022-02-22T13:30:22Z (GMT). No. of bitstreams: 1 It_is_autonomous,_not_controlled_motivation_that_counts_Linear_and_curvilinear_relations_of_autonomous_and_controlled_motivation_to_school_grades.pdf: 5670103 bytes, checksum: ed559cbb3c9ac13a02d2e0c55dd27757 (MD5) Previous issue date: 2020-12-07en
dc.embargo.release2022-12-07
dc.identifier.doi10.1016/j.learninstruc.2020.101433en_US
dc.identifier.eissn1873-3263
dc.identifier.issn0959-4752
dc.identifier.urihttp://hdl.handle.net/11693/77552
dc.language.isoEnglishen_US
dc.publisherElsevieren_US
dc.relation.isversionofhttps://doi.org/10.1016/j.learninstruc.2020.101433en_US
dc.source.titleLearning and Instructionen_US
dc.subjectSelf-determination theoryen_US
dc.subjectAcademic achievementen_US
dc.subjectAdolescentsen_US
dc.subjectPolynomial regressionen_US
dc.subjectResponse surface analysisen_US
dc.titleIt is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school gradesen_US
dc.typeArticleen_US

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