Autonomy support, intrinsic motivation, and perceived competence : conceptual and empirical linkages

Authors: Guay, Frédéric; Boggiano, Ann K.; Vallerand, Robert. J.
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.
Document Type: Article de recherche
Issue Date: 1 June 2001
Open Access Date: 28 March 2019
Document version: AM
This document was published in: Personality and social psychology bulletin, Vol. 27 (6), 643–650 (2001)
Society for Personality and Social Psychology
Alternative version: 10.1177/0146167201276001
Collection:Articles publiés dans des revues avec comité de lecture

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