Which kinds of motivation go with doing well: a meta-analysis of 223,209 students
In short: Across 344 samples and 223,209 students, enjoying learning for its own sake went with success and well-being, and seeing personal value in it went most strongly with persistence. Motivation driven by rewards or avoiding punishment was not linked to better performance or persistence, and was linked to lower well-being.
| Paper | Student Motivation and Associated Outcomes: A Meta-Analysis From Self-Determination Theory |
| Authors | Joshua L. Howard, Julien S. Bureau, Frédéric Guay, Jane X. Y. Chong, Richard M. Ryan |
| Published | 16 February 2021 · Perspectives on Psychological Science 16(6), 1300–1323 |
| Study type | Meta-analysis · Peer-reviewed |
| What we read | Abstract only. Summary based on the published abstract only. |
| Summarized |
What they did
The authors pooled studies that measured types of motivation from self-determination theory (intrinsic, identified, introjected, external and amotivation) and related them to 26 outcomes covering performance, well-being, goals and persistence.
Who took part
223,209 students in 344 samples.
What they found
- Intrinsic motivation was related to student success and well-being.
- Identified regulation, doing it because you value it, was particularly strongly related to persistence.
- Introjected motives, such as guilt or pride, went with persistence and performance goals but also with signs of ill-being.
- External regulation, rewards and punishments, was not associated with performance or persistence, and was associated with lower well-being.
- Amotivation went with poor outcomes.
Effect size: Correlational pooled estimates; values are not given in the abstract.
Limitations
- Mostly correlational studies, so cause and effect run both ways.
- Motivation was self-reported.
- We read only the abstract.
What this means for learners and parents
- Helping a learner see why something matters to them may do more for persistence than rewards.
- Streaks and points can help start a habit, but they aren't the motivation that predicts sticking with it.
- Ask what they are curious about, and connect the topic to it.
Put it into practice (free tools)
Citation
Joshua L. Howard, Julien S. Bureau, Frédéric Guay, Jane X. Y. Chong, Richard M. Ryan (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
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