Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages

The purpose of this study was to test three models with regard to the linka ges among autonomy support, intrinsic motivation, and perceived competence. The first model is based on Cognitive Evaluation Theory and postulates tha t teachers' autonomy support influences changes in intrinsic motivation. vi a changes in perceived academic competence. However; the second and the thi rd model are based on the Diathesis Stress Model of Achievement Processes a nd posit, respectively, that intrinsic motivation could play a mediating an d a moderating role in the relation between teachers' autonomy support and changes in perceived competence. A total of 215 fifth-grade children partic ipated in a longitudinal study over a 1-year period. Results from regressio n analyses provided some support for the first model but stronger support f or the second and third model.