Self-determined motives lead to more adaptive education outcomes.
In a meta-analysis researchers examined how different types of motivation, as described in self-determination theory, relate to 26 performance, wellbeing, goal orientation and persistence-related student outcomes. Adaptive education outcomes were generally associated with more self-determined forms of motivation, while less self-determined motives were generally associated with more maladaptive outcomes. Theoretical and classroom implications are discussed. The results highlight the importance of enhancing student motivation and the relatives benefits and costs of different types of academic motivation.
https://doi.org/10.1177/1745691620966789
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