Autonomy Support and Positive Learning Outcomes: A Meta-Analysis

• In Event: Research Syntheses Advancing Knowledge on Cognition and Motivation in Diverse Learning Contexts

Abstract

In this session, we present findings from a comprehensive meta-analysis of the relations between students’ perceived autonomy support and positive learning outcomes by synthesizing 378 effect sizes from 179 independent samples (N = 213,612) across 153 studies. Six outcome categories that broadly capture positive learning outcomes examined in the extant literature were analyzed: autonomous motivation, student behavioral engagement, mastery goal, self-regulated learning, self-beliefs, and academic performance. The estimated average effect size was .32, with wide between- and within-cluster heterogeneity. The effects of several moderators were examined. Findings provide compelling evidence for the importance of teacher and parent autonomy support for promoting positive learning outcomes in diverse educational settings from elementary school through university.

Authors

• Sakhavat Mammadov, University of Georgia

• Kayla Schroeder, Northwestern University