Children who do well in school: Individual differences in perceived competence and autonomy in above-average children.

Abstract

Self-determination theory and a motivational model of engagement were used to determine the impact of perceived competence and autonomy on engagement and performance in school of 77 3rd and 4th graders identified as above average in ability by scoring above the median on the Stanford Achievement Test. Despite this high ability, children who reported experiencing a lack of competence (those less certain of their abilities) or a lack of autonomy (being externally motivated) reported more negative affect and withdrawal behaviors than did children who perceived themselves as having ability or who perceived themselves to be autonomous. Implications for the achievement and adjustment of children in school are discussed.

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3. Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions
   Ryan, Richard M., Deci, Edward L. · 2000 · Contemporary Educational Psychology
4. Toward a hierarchical model of intrinsic and extrinsic motivation
   Vallerand, Robert J. · 1997 · Advances in experimental social psychology
5. Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
   Skinner, Ellen, Furrer, Carrie, Marchand, Gwen, Kindermann, Thomas · 2008 · Journal of Educational Psychology

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