Autonomous and Controlled Motivational Behaviour and Student Academic Outcomes in Upper Primary School in a Remote Setting

Abstract

This research study was aimed to study the effect of autonomous and controlled motivational behaviour and student academic outcomes in upper primary school in a remote setting on learning. This cross-sectional survey was conducted to determine the extent to which autonomous and controlled forms of motivation were prevalent in upper-primary school students. Data was collected through the administration of Academic Self-Regulation Questionnaire from 265 students in upper-primary school in Mongar district of Bhutan. Based on the descriptive and inferential analysis, it was found that the controlled forms of motivation resulting from external and introjected regulations are negatively associated with academic achievement. Autonomous forms of motivation, mainly resulting from identified regulation were positively related to academic outcomes, while surprisingly intrinsic motivation was negatively associated with academic outcomes. Although identified regulation broadly falls under controlled form of motivation, the locus of control is internal and thus is autonomous in nature. The results indicate that the majority of the students conform to identified regulation. Recommendation for aligning teaching practices and assessment policy is made.