MetaSDT
Manuscripts from the database

Published works

Peer-reviewed research that contributes data to MetaSDT or builds on it.

#3
2025
Motivation and Emotion

Why we need a living meta-analysis of self-determination theory: an illustration examining temporal changes in need supportive education

Joshua L. Howard & Gavin R. Slemp

The first published application of the MetaSDT living meta-analysis: did autonomy-supportive teaching in education change across two decades?

Effects509
Years2000–2022
Key findings
  • →Autonomy support in education has significantly increased over time (b = 0.0044, p < .001).
  • →Demonstrates how a living meta-analysis enables longitudinal questions about the field itself.
  • →Establishes the platform as continuously updating, citable research infrastructure.
Citation›

Howard, J., & Slemp, G. (2025). Why we need a living meta-analysis of self-determination theory: an illustration examining temporal changes in need supportive education. Motivation and Emotion. https://doi.org/10.1007/s11031-025-10132-2

Read paper ↗doi: 10.1007/s11031-025-10132-2
#2
2024
Personality and Social Psychology Bulletin

Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations

Joshua L. Howard, Gavin R. Slemp, & Xiao Wang

Synthesis of six need-supportive and need-thwarting teaching behaviours and how each relates to student outcomes.

Correlations8,693
Samples637
Participants388,912
Key findings
  • →Teachers and parents who experience need satisfaction are perceived as more supportive.
  • →Supportive behaviours correlate positively with student performance, engagement, and wellbeing.
  • →Thwarting behaviours show the opposite pattern — consistent with SDT's dual-process model.
Citation›

Howard, J. L., Slemp, G. R., & Wang, X. (2024). Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations. Personality and Social Psychology Bulletin. https://doi.org/10.1177/01461672231225364

Read paper ↗doi: 10.1177/01461672231225364
#1
2021
Perspectives on Psychological Science

Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory

Joshua L. Howard, Julien S. Bureau, Frédéric Guay, Jane X. Y. Chong, & Richard M. Ryan

How each SDT motivation type — intrinsic, identified, introjected, external, amotivation — relates to 26 student outcomes.

Samples344
Participants223,209
Outcomes26
Key findings
  • →Intrinsic motivation is most strongly related to student success and wellbeing.
  • →Identified regulation is particularly related to persistence.
  • →Introjected regulation predicts persistence but also indicators of ill-being.
  • →Identified regulation and intrinsic motivation emerge as the key drivers of school adjustment.
Citation›

Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory. Perspectives on Psychological Science, 16(6), 1300–1323. https://doi.org/10.1177/1745691620966789

Read paper ↗doi: 10.1177/1745691620966789
In preparation

More analyses are underway

Additional manuscripts using MetaSDT are currently being written. They will appear here as they are published.