Working on competence, autonomy and relatedness boosts students’ motivation

SCIENTIFIC ARTICLES:

• Bureau, J. S., Howard, J. L., Chong, J. X., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46-72. https://journals.sagepub.com/doi/pdf/10.3102/00346543211042426
• Maddens, L., Depaepe, F., Raes, A., & Elen, J. (2022). Fostering students’ motivation towards learning research skills: the role of autonomy, competence and relatedness support. Instructional Science, 1-35. https://link.springer.com/article/10.1007/s11251-022-09606-4
• Wang, C. J., Liu, W. C., Kee, Y. H., & Chian, L. K. (2019). Competence, autonomy, and relatedness in the classroom: understanding students’ motivational processes using the self-determination theory. Heliyon, 5(7), e01983. 
• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and research in Education, 7(2), 133-144. https://journals.sagepub.com/doi/pdf/10.1177/1477878509104318

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Scientific evidence shows that motivation is related to competence, autonomy and relatedness.

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