CoChat
Sign Up
Cited by 305

The DOI matches its Crossref record; 22 of the 22 references it cites were found in a registry or an index.

Autonomy and Competence in German and American University Students: A Comparative Study Based on Self-Determination Theory.

Levesque, Chantal, Zuehlke, A. Nicola, Stanek, Layla R., Ryan, Richard M.·2004·Journal of Educational Psychology
DOI 10.1037/0022-0663.96.1.68
Open this paper in CoChat — free account

Abstract

According to self-determination theory (R. M. Ryan & E. L. Deci, 2000), supports for autonomy and competence are essential for growth and well-being in any learning environment. Educational contexts differ in their relative support for these 2 needs. The authors examined the role of autonomy and competence in 2 German and 2 American university settings, as they were predicted to differ in terms of their relative emphasis on competence versus autonomy. Invariance analyses supported the construct comparability of the measures and demonstrated that German students felt significantly more autonomous and less competent than American students. Perceived pressures and positive informational feedback were modeled as antecedents of autonomy and competence, and well-being was examined as a consequence. The hypothesized model was generally supported across the 4 samples.

Overview

Integrity signals

Registry

Crossref · 10.1037/0022-0663.96.1.68

Cites

22 of 22 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 22 references

Research works printed but not linked: 65

  1. 10.1037/0033-2909.117.3.497 · DOI · Paper page
  2. 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3 · DOI
  3. Bollen, 1989, Structural equations with latent variables., 10.1002/9781118619179 · DOI
  4. 10.2307/1163231 · DOI
  5. Byrne, 1998, Structural Equation Modeling with USREL. PRELIS. and SIMPLIS: Basic concepts, applications, and programming.
  6. Byrne, 1999, Cross-cultural comparisons and the presumption of equivalent measurement and theoretical structure., Journal of Cross-Cultural Psychology, 30, 555, 10.1177/0022022199030005001 · DOI
  7. Cheung, 2000, Assessing extreme and acquiescence response set in cross-cultural research using structural equation modeling., Journal of Cross-Cultural Psychology, 31, 187, 10.1177/0022022100031002003 · DOI
  8. Chirkov, 2001, Parent and teacher autonomy support in Russian and U.S. adolescents: Common effects on well-being and academic motivation., Journal of Cross-Cultural Psychology, 32, 618, 10.1177/0022022101032005006 · DOI
  9. 10.2307/1129110 · DOI
  10. deCharms, 1968, Personal causation.
  11. Deci, 1985, Intrinsic motivation and self-determination in human behavior., 10.1007/978-1-4899-2271-7 · DOI · Paper page
  12. 10.1037/0021-9010.74.4.580 · DOI
  13. 10.1111/j.1467-6494.1994.tb00797.x · DOI · Paper page
  14. 10.1037/0022-3514.40.1.1 · DOI
  15. Deci, 2001, Need satisfaction, motivation, and well-being in the work organization of a former Eastern Bloc country: A cross-cultural study of self-determination., Personality and Social Psychology Bulletin, 27, 930, 10.1177/0146167201278002 · DOI · Paper page
  16. 10.1037/0022-3514.82.5.804 · DOI · Paper page
  17. 10.1016/0030-5073(78)90054-5 · DOI
  18. 10.1037/0022-3514.59.5.916 · DOI
  19. Geliert, 1993, Wettbewerb und leismngsorientierung im amerikanischen Universitatssystem. Beitrage zur vergleichenden Bildungsforschung., Vol. I
  20. Goodenow, 1993, Classroom belonging among early adolescent students: Relationships to motivation and achievement., The Journal of Early Adolescence, 13, 21, 10.1177/0272431693013001002 · DOI · Paper page
  21. Grob, 1996, Adolescents' well-being and perceived control across 14 sociocultural contexts., Journal of Personality and Social Psychology, 74, 785, 10.1037/0022-3514.71.4.785 · DOI
  22. 10.1037/0022-3514.52.5.890 · DOI · Paper page
  23. 10.1037/0022-0663.81.2.143 · DOI · Paper page
  24. Grolnick, 1997, Internalization within the family: The self-determination theory perspective., 135
  25. 10.1037/0022-0663.83.4.508 · DOI · Paper page
  26. Harter, 1978, Effectance motivation reconsidered: Toward a developmental model., Human Development, 1, 661
  27. 10.1111/1468-5884.00043 · DOI
  28. 10.1037/0022-3514.72.6.1268 · DOI
  29. Hmel, 2002, The meaning of autonomy: On and beyond the interpersonal circumplex., Journal of Personality, 70, 277, 10.1111/1467-6494.05006 · DOI
  30. Hoyle, 1995, Writing about structural equation models., 158
  31. Hu, 1995, Evaluating model fit., 158
  32. 10.1037/0022-3514.76.3.349 · DOI
  33. Jöreskog, 1996, LISREL 8: User's reference guide
  34. Kishton, 1994, Unidimensional versus domain representative parceling of questionnaire items: An empirical example., Educational and Psychological Measurement, 54, 757, 10.1177/0013164494054003022 · DOI
  35. 10.1037/0022-3514.72.6.1245 · DOI · Paper page
  36. Koestner, 1990, Perspectives on competence motivation., 527
  37. 10.1207/s15327906mbr3201_3 · DOI
  38. Little, 2000, On the comparability of constructs in cross-cultural research: A critique of Cheung and Rensvold., Journal of Cross-Cultural Psychology, 31, 213, 10.1177/0022022100031002004 · DOI
  39. 10.1037/0022-3514.69.4.686 · DOI
  40. Miller, 1997, Cultural conceptions of duty: Implications for motivation and morality., 178
  41. 10.1037/0022-0663.88.2.203 · DOI
  42. 10.1016/0883-0355(88)90004-3 · DOI
  43. Nenniger, 1989, Motivating students' use of learning strategies: Conditions and effects., 249
  44. Nenniger. Motivierung studentischen Lernens im Kulturvergleich 199 145 1991 · DOI
  45. 10.1037/0022-3514.71.2.331 · DOI
  46. Pintrich, 2001, Goal orientation and self-regulated learning in the college classroom: A cross-cultural comparison., 149, 10.1007/978-1-4615-1273-8_8 · DOI
  47. Poortinga, 1989, Equivalence of cross-cultural data: An overview of basic issues., International Journal of Psychology, 24, 737, 10.1080/00207598908247842 · DOI
  48. 10.1006/ceps.1997.0975 · DOI
  49. 10.1037/0022-0663.91.3.537 · DOI
  50. 10.1037/0033-2909.114.3.552 · DOI
  51. Ryan. 1993 · DOI
  52. 10.1111/j.1467-6494.1995.tb00501.x · DOI · Paper page
  53. 10.1037/0003-066X.55.1.68 · DOI · Paper page
  54. 10.1037/0022-3514.50.3.550 · DOI
  55. 10.2307/1130981 · DOI · Paper page
  56. 10.1037/0022-3514.45.4.736 · DOI · Paper page
  57. Ryan, 1994, Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem., The Journal of Early Adolescence, 14, 226, 10.1177/027243169401400207 · DOI
  58. Sheldon, 1996, What makes for a good day? Competence and autonomy in the day and in the person., Personality and Social Psychology Bulletin, 22, 1270, 10.1177/01461672962212007 · DOI
  59. Triandis, 1997, Cross-cultural perspectives on personality., 439, 10.1016/B978-012134645-4/50019-6 · DOI
  60. Ullman, 1996, Structural equation modeling., 709
  61. 10.1111/j.1467-6494.1992.tb00922.x · DOI
  62. Vijver, 1997, Methods and data analysis for cross-cultural research.
  63. Wild, 1995, Elternhaus und intrinsische Lemmotivation, Zeitschrift fur Padagogik, 41, 579
  64. 10.1037/0022-3514.70.4.767 · DOI
  65. Yamauchi, 1998, Relations of autonomy, self-referenced beliefs and self-regulated learning among Japanese children., Psychological Reports, 82, 803, 10.2466/pr0.1998.82.3.803 · DOI

Cited by

Sorted by citations

See all 305

Metadata

Authors
Levesque, C., Zuehlke, A. N., Stanek, L. R., & Ryan, R. M.
Venue
Journal of Educational Psychology
Publisher
American Psychological Association (APA)
Published
2004-03
Volume
96
Issue
1
Pages
68-84
ISSN
  • 1939-2176
  • 0022-0663
DOI
10.1037/0022-0663.96.1.68
Cited by
305
References
22
Language
en

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review

How to cite

Cite CoChat for the checks on this page, and the paper for its own findings.

This page
CoChat. (2026). Citation check: Autonomy and Competence in German and American University Students: A Comparative Study Based on Self-Determination Theory. https://app.cochat.ai/papers/10.1037/0022-0663.96.1.68
The paper
Levesque, C., Zuehlke, A. N., Stanek, L. R., & Ryan, R. M. (2004). Autonomy and Competence in German and American University Students: A Comparative Study Based on Self-Determination Theory. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.96.1.68