Self-determination across the secondary school years: how teachers and curriculum policy affect language learners' motivation

The Language Learning Journal · 2025 · published

DOI: 10.1080/09571736.2024.2352576

Samples

Correlation effects

1,761

Total N

Citation

Abigail Parrish et al. (2025). Self-determination across the secondary school years: how teachers and curriculum policy affect language learners' motivation. The Language Learning Journal. https://doi.org/10.1080/09571736.2024.2352576

Samples (1)

Sample ID	N	Country	Context	Mean age	% female	Language
18901	1761	United Kingdom	Education (students)	12.76	—	English

Correlation effects (15)

Construct X	Construct Y	r	N	Mean X	SD X	α X	Scale X
autonomy support	autonomy need frustration	-0.54	1761	2.81	0.7	0.88	—
autonomy need frustration	intrinsic motivation	-0.52	1761	2.34	0.73	0.76	BPNSFS
autonomy need frustration	identified regulation	-0.47	1761	2.34	0.73	0.76	BPNSFS
autonomy need frustration	introjected regulation	-0.15	1761	2.34	0.73	0.76	BPNSFS
autonomy need frustration	external regulation	0.35	1761	2.34	0.73	0.76	BPNSFS
autonomy support	external regulation	-0.18	1761	2.81	0.7	0.88	—
external regulation	intrinsic motivation	-0.18	1761	2.72	0.7	0.81	—
external regulation	identified regulation	-0.03	1761	2.72	0.7	0.81	—
autonomy support	introjected regulation	0.27	1761	2.81	0.7	0.88	—
external regulation	introjected regulation	0.39	1761	2.72	0.7	0.81	—
introjected regulation	intrinsic motivation	0.45	1761	2.56	0.67	0.86	—
introjected regulation	identified regulation	0.57	1761	2.56	0.67	0.86	—
autonomy support	identified regulation	0.58	1761	2.81	0.7	0.88	—
autonomy support	intrinsic motivation	0.61	1761	2.81	0.7	0.88	—
identified regulation	intrinsic motivation	0.77	1761	2.95	0.71	0.88	—