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Autonomy is the need to feel in control of one's actions and decisions. For example, a student who chooses their research topic is likely to be more engaged and motivated than one who...
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Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
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Related Experiment Video

Updated: Dec 7, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Executing Learning Activities and Autonomy-Supportive Instructions Enhance Autonomous Motivation.

Paul Hinnersmann1, Katrin Hoier1, Stephan Dutke1

  • 1Institute for Psychology in Education, University of Münster, Münster, Germany.

Frontiers in Psychology
|September 25, 2020
PubMed
Summary

Learners

Keywords:
autonomous motivationautonomy-supportcognitive dissonanceflowmotivational changes

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Area of Science:

  • Educational Psychology
  • Motivation Science

Background:

  • Learner autonomous regulation is crucial for engagement.
  • Instructional styles can significantly impact motivation.
  • Self-determination theory provides a framework for understanding motivation.

Purpose of the Study:

  • To investigate changes in autonomous regulation during learning activities.
  • To examine the influence of instructional style (autonomy-supportive vs. controlling) on these changes.
  • To explore the relationship between instructional style, motivation, and student outcomes.

Main Methods:

  • Experimental manipulation of instructional style (autonomy-supportive vs. controlling).
  • Measurement of relative autonomous motivation in 172 fifth to seventh graders before, during, and after a musical learning activity.
  • Assessment of students' functional state and interest in continuing the activity.

Main Results:

  • Relative autonomous motivation increased during the learning activity, particularly under a controlling style.
  • Students in the autonomy-supportive style consistently showed higher autonomous motivation.
  • Autonomy-supportive instruction positively impacted students' functional state and interest.

Conclusions:

  • Executing learning activities can foster autonomous motivation.
  • An autonomy-supportive instructional style positively influences student motivation and well-being.
  • The increase in motivation under controlling conditions may relate to dissonance reduction.