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The main purpose of the present research was to investigate school intrinsic and extrinsic motivation, and amotivation as a function of age in a sample of 1,600 elementary and high school students aged 9-17 years. First, results revealed a systematic decrease in intrinsic motivation and self-determined extrinsic motivation from age 9 to 12 years, a slow stabilization until 15 years old, followed by an increase after that point. Second, non self-determined extrinsic motivation showed a decrease up to 12 years old and a slow stabilization after that point. Finally, amotivation was relatively low and stable from age 9 to 17 years. Of importance is that the present results also revealed that teacher autonomy support mediated the age-school motivation relationships. The present results underscore the importance of a better understanding of the mechanisms through which lower intrinsic motivation and self-determined extrinsic motivation in older students take place, eventually leading to appropriate interventions and optimal motivation in students of all ages.Much research has documented the role of intrinsic and extrinsic motivation in educational outcomes. For instance, intrinsic motivation (or engaging in the activity for its own sake) has been found to facilitate conceptual learning, performance, school

Organizations could deliver training programmes for their managers aimed at enhancing the use of fair procedures in allocating outcomes and developing their autonomy-supportive behaviours to improve nurses' work satisfaction, organizational identification and job performance.