The Relationship between Autonomy Support, Intrinsic Motivation and Academic Achievement in the Malaysian Classroom

Abstract

Abstract Using Self-Determination Theory as the framework, this study presented results from a convenience sampling study that evaluated the associations between perceived autonomy support (AS), intrinsic motivation (IM), and academic achievement in the Malaysian classroom. Secondarily, exploratory analyses were also carried out evaluating the relation between students' goal orientations (mastery and performance-orientations) and autonomy support, intrinsic motivation, and academic achievement. Participants were 144 sixteen-year-old students from a Malaysian urban (high-achieving, all girls) and a suburban (low-achieving, mixed gender) school. Participants completed a questionnaire on their perceived autonomy support, intrinsic motivation, self-reported grades, and goal orientations. Regression analysis, controlling for school type, was conducted. As hypothesized, there were significant associations between IM-AS, Grades-IM, Grades-Mastery Goals, and IM-Mastery Goals. Two of the correlations were in a direction opposite of the hypotheses: these were between grades and MG (r = -.234), and grades and IM (r = -.321), indicating that higher self-reported grades were associated with lower MG and IM. Results are discussed in the context of increasing autonomy support and its implications, in Malaysian classrooms. Key words: Self-Determination Theory, Autonomy-Supportive, Intrinsic Motivation, Goal Orientations, Academic Achievement