Autonomy Support, Needs Satisfaction, Motivation, and Learning Outcomes: A Cross-Classified Multilevel Path Analysis of the Self-Determination Theory Model on Situational, Individual and Classroom Levels

Self-determination theory proposes that classrooms that are autonomy-supportive contribute to students’ basic psychological needs, which then predict self-determined motivation and subsequent learning outcomes. Using cross-classified multilevel path analysis, our findings support these propositions in a large college dataset on the within-student-within-classroom level, the student level, and the classroom level.