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From Thriving to Stressing: Distinct Roles of Autonomy Satisfaction and Frustration in Adolescents' Learning
Yi Jiang1, Chen Jing1, Yashan Zhuang1
1Department of Educational Psychology, Faculty of Education, East China Normal University, Shanghai, China.
Introduction:
Adolescents' experiences of autonomy can promote either thriving or stress, depending on whether autonomy is supported or thwarted. Drawing from Self-Determination Theory, we examined whether autonomy satisfaction and autonomy frustration are empirically distinguishable constructs and how they differentially predict adolescents' learning behaviors, academic achievement, and school burnout. We also explored the mediating roles of persistence and procrastination and examined gender differences in these relationships.
Methods:
Participants were 1639 10th-grade students (mean age = 15.37 years; 45.3% male) from a public high school in Southwest China. Students completed validated self-report questionnaires assessing autonomy satisfaction, autonomy frustration, persistence, procrastination, and school burnout. Academic achievement was indexed by standardized semester exam scores in three core subjects. Structural equation modeling and multigroup analysis were used to test hypothesized relationships and gender differences.
Results:
Bifactor CFA confirmed the empirical distinction between autonomy satisfaction and frustration. Autonomy satisfaction predicted higher persistence and lower procrastination, leading to better academic achievement and lower school burnout. In contrast, autonomy frustration predicted lower persistence and higher procrastination, which contributed to poorer achievement and increased burnout. Direct effects also showed that autonomy frustration strongly predicted burnout, while autonomy satisfaction buffered against it. In addition, the protective effects of autonomy satisfaction on persistence and procrastination were stronger for boys.
Conclusions:
Autonomy satisfaction and frustration are distinct and uniquely predictive of Chinese adolescents' academic and psychological outcomes. Differentiating these constructs is crucial for understanding student motivation and informing interventions. Gender-sensitive strategies may enhance effectiveness in supporting student autonomy and reducing school burnout.
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