Autonomy versus Competence for Learning and Creativity

• In Event: AERA Poster Session Saturday 3:45 pm
  In Poster Session: Motivating and Motivated: Experiences, Contexts, and Socializers

Abstract

Prior work reveals the interdependent nature of autonomy and competence to promote student motivation. However, combining both instructional strategies can be difficult in practice. This study aimed to experimentally compare the independent effects of autonomy supportive and competence supportive instruction on college students' creativity, learning, and intrinsic motivation. Participants (n=224) were randomly assigned to either autonomy supportive, competence supportive, or motivationally neutral instruction and completed an online learning activity on novel business and entrepreneurship concept. Contrary to expectations, neither instructional conditions led to the positive effects anticipated. However, correlational analyses revealed that perceptions of autonomy and competence, regardless of experimental conditions, predicted distinct outcomes. The results suggest that satisfaction of autonomy and competence may lead to distinct positive outcomes.

Authors

• Sinan Akalin, University of Georgia

• Emily Quinn Rosenzweig, Teachers College, Columbia University