Black Students' Motivation and School Outcomes: A Meta-Analysis

• In Event: Critical Perspectives on Motivation in Racially and Ethnically Minoritized Students

Abstract

Although research conducted on primarily white samples has supported self-determination theory’s conjecture that autonomous motivation types are related more strongly to optimal student outcomes than controlled motivation types, some scholars have suggested that this may not be the case for Black students. To investigate whether empirical evidence exists across studies, we conducted a meta-analytic research synthesis of correlations between Black student’s autonomous or controlled motivation and their school outcomes. Using two-level random effects models, we found that type of motivation (autonomous or controlled) did not moderate the relationship between motivation and Black student’s school outcomes. Findings highlight the need to expand existing theoretical frameworks to account for diverse experiences of motivation and better understand factors that support Black students’ success.

Authors

• Nicole M. Yates, University of Southern California

• Annabelle Madden

• Man Chen, University of Wisconsin - Madison