Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis

By C. Ratelle, F. Guay, Robert J. Vallerand, Simon Larose, C. Sénécal. 2007

800 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6fd8df3727e185beb60c9d11c7707a72175d1329

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. (2021, background): “Such findings have emerged among students (Ratelle et al., 2007), athletes (Gillet, Vallerand, & Paty, 2013) and employees (Van den Broeck, Lens, De Witte, & Van Coillie, 2013).”
The number of autonomy-supportive relationships : are more relationships better for motivation, perceived competence, and achievement? (2013, result): “…positive relationships between sources of autonomy support and controlled regulations concur with previous findings that high school students typically do not show a purely autonomous profile characterized by high autonomous regulations and low controlled regulations (Ratelle et al., 2007).”
Motivation for PhD studies : scale development and validation (2015, background): “Furthermore, our scale assesses integrated regulation, a more advanced psychological development that is rarely addressed in educational studies (Ratelle et al., 2007).”
Motivational Profiles of Adult Learners (2017, background): “Existing studies are with middle school students (Hayenga & Corpus, 2010), or with high school and younger than 25-year-old college students (Boiché & Stephan, 2014; Kusurkar et al., 2013; Ratelle et al., 2007; Vansteenkiste et al., 2009; Wormington et al., 2012).”
Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies (2018, background): “Controlled motivation and amotivation were linked to maladaptive outcomes (e.g. Ratelle et al., 2007; Ryan & Deci, 2000).”
College students' academic motivation, media engagement and fear of missing out (2015, methodology): “In the field of educational psychology, the psychological construct of motivation for learning, is one of the most highly studied variable, and has been extensively investigated in previous research (Donche et al., 2014; Linnenbrink & Pintrich, 2002; Ratelle et al., 2007).”
Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout (2014, background): “…Gillet et al., 2012; Ntoumanis, 2002; Ratelle et al., 2007), or a low quantity (Gillet et al., 2012; Haerens et al., 2010; Hayenga & Corpus, 2010; Ratelle et al., 2007; Van den Berghe, Cardon, et al., 2013; Van den Broeck et al., 2013; Vansteenkiste et al., 2009) of autonomous and controlled…”
Dimensions of Motivation to Transfer: A Longitudinal Analysis of Their Influence on Retention, Transfer, and Attitude Change (2013, background): “2003), motivational regulation (Volet & Vauras 2012), and adaptations of motives for actions that originated outside the self (Ratelle et al. 2007), particularly in a work context, where purely intrinsic motivation is rare (Baard 2002; Deci & Ryan 2000).”