The importance of autonomy for rural Chinese children's motivation for learning

Mingming Zhou, Wei Ji Ma, Edward L. Deci

Research output: Contribution to journalArticle

Abstract

Two studies applied self-determination theory (SDT) to investigate the motivation for learning of rural Chinese children. The aim was to test whether findings from studies in western individualist cultures would hold up within a very different, eastern collectivist setting. In the first study, when students' autonomous and controlled motivation for a course were entered simultaneously in a regression analysis, autonomous motivation uniquely positively predicted students' perceptions of interest, competence, and choice in the course, whereas controlled motivation uniquely negatively predicted perceptions of interest and choice. In the second study students' perceptions of instructors' autonomy support during the course predicted changes in autonomous motivation, controlled motivation, and perceived competence. These results were discussed in terms of SDT and culture.

Original languageEnglish (US)
Pages (from-to)492-498
Number of pages7
JournalLearning and Individual Differences
Volume19
Issue number4
DOIs
StatePublished - Dec 2009

Fingerprint

Motivation
autonomy
Learning
learning
Personal Autonomy
Students
self-determination
Mental Competency
student
instructor
regression analysis
Regression Analysis

Keywords

  • Autonomous motivation for learning
  • Autonomy-supportive teaching
  • Motivation in China
  • Self-determination theory

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Education

Cite this

The importance of autonomy for rural Chinese children's motivation for learning. / Zhou, Mingming; Ma, Wei Ji; Deci, Edward L.

In: Learning and Individual Differences, Vol. 19, No. 4, 12.2009, p. 492-498.

Research output: Contribution to journalArticle

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