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

Abstract

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.

Prospective Teachers’ Professional Self-Efficacy Beliefs in Terms of Their Perceived Autonomy Support and Attitudes towards the Teaching Profession: A Mixed Methods Study*

“…Assor, Kaplan, and Roth (2002) separated the three behaviors that autonomysupportive teachers basically exhibit into: (a) explaining a learning activity's role in reaching students' individual goals, (b) reviewing activities and allowing students to explain their dissatisfaction with it, and (c) allowing students to choose tasks consistent with their individual goals and objectives. Various research has found that the students of autonomy-supportive teachers who perform these behaviors in class have a higher intrinsic motivation to learn (Guay, Boggiano, & Vallerand, 2001;Sossic-Vasic, Kies, Lau, Sitzer, & Streb, 2015), increased academic achievement (Black & Deci, 2000;Olusola, 2013;Soenens & Vansteenkiste, 2005), and exciting and energetic experiences (Núñez, Fernández, León, & Grijalvo, 2015) compared to the students of teachers who use a controlling style. Similarly, the autonomysupportive learning climate is seen to have students who develop positive attitudes towards activities (Chatzisarantis, Hagger, Wang, & Thogersen-Ntoumani, 2009) and learning (Stefanou, Perencevich, DiCintio, & Turner, 2004).…”

Motivação intrínseca e extrínseca: diferenças no sexo e na idade

“…A criança motivada intrinsecamente em um determinado domínio do comportamento humano demonstra esforço para demonstrar competência nesse domínio. Uma criança motivada extrinsecamente para uma tarefa pode não empenhar-se para realizar a tarefa e consequentemente apresentar sentimentos mais inferiores de competência (Harter, 1981;Goudas, Dermitzaki, & Bagiatis, 2000;Guay, Boggiano, & Vallerand, 2001;Weiss & Amorose, 2005;Valentini, 2006;Zisimopoulos & Galanaki, 2009).…”

“…A criança motivada intrinsecamente em um determinado domínio do comportamento humano demonstra esforço para demonstrar competência nesse domínio. Uma criança motivada extrinsecamente para uma tarefa pode não empenhar-se para realizar a tarefa e consequentemente apresentar sentimentos mais inferiores de competência (Harter, 1981;Goudas, Dermitzaki, & Bagiatis, 2000;Guay, Boggiano, & Vallerand, 2001;Weiss & Amorose, 2005;Valentini, 2006;Zisimopoulos & Galanaki, 2009).A motivação intrínseca se refere à execução de uma determinada atividade pelo prazer que esta pode proporcionar (Goudas & cols., 2000;Lepper, Corpus, & Iyengar, 2005;Villwock, 2005;Corpus, McClintic-Gilbert, & Hayenga, 2009;Martinelli & Sisto, 2010;Paiva & Boruchovitch, 2010), sem a necessidade de pressões externas, prêmios ou recompensa; o indivíduo busca a atividade por esta ser interessante, envolvente e geradora de satisfação (Valentini, 2002;Guimarães &Boruchovitch, 2004;Martinelli & Bartholomeu, 2007;Neves & Boruchovitch, 2007;Villwock & Valentini, 2007;Martinelli & Genari, 2009;Zisimopoulos & Galanaki, 2009). Do contrário, a criança com orientação motivacional extrínseca, busca a aprovação do professor e de pares, uma necessidade de promoção (Harter, 1981;Ryan & Deci, 2000;Valentini, 2002; Guay & cols., 2001; Guimarães &Borucho-vitch, 2004; Lepper & cols., 2005;Martinelli & Bartholomeu, 2007;Martinelli & Genari, 2009;Martinelli & Sisto, 2010;Paiva & Boruchovitch, 2010) ou ainda se envolve com tarefas apenas por acreditar que haverá alguma consequência, positiva ou negativa, sem interesse na aprendizagem (Goudas & cols., 2000; Guay & cols., 2001).…”

Efficacité thérapeutique, motivation autodéterminée et soutien aux besoins interpersonnels du client auprès d'adultes en psychothérapie brève /

“…Un examen approfondi de ces études a laissé voir une confusion dans la définition du concept de soutien à la compétence. En effet, fréquemment, le concept de soutien à la compétence est inclus dans celui du soutien à l'autonomie (Halvari et al, 2009;Williams et al, 1996;Guay et al, 2001). Ainsi, les résultats de ces études associent souvent le soutien à ces deux besoins dans leur lien à la motivation autodéterminée.…”