A meta-analysis of autonomous and controlled forms of teacher motivation

Abstract

Self-determination theory (SDT) is one of the most extensively applied frameworks to understand relations involving autonomous and controlled motivations in educational settings. However, a cumulative assessment of SDT's predictive validity for important teacher outcomes has never been conducted. Our study presents an analysis of the antecedents and consequences of autonomous and controlled teacher motivation by drawing on an overall database of 1117 correlation coefficients across 102 independent samples. Regarding antecedents, psychometric meta-analysis results indicate that workplace context and individual difference variables were generally positively and negatively associated with auton..