ABSTRACT Students in secondary education inevitably favour some subjects more than other subjects. This appraisal may affect how motivation relates to performance in these subjects. Whereas autonomous motivation is generally linked to positive school outcomes, the effect of controlled motivation is less clear. This study specifically focused on the associations of controlled motivation with performance in the context of favoured and disfavoured subjects. In the present study, secondary school students (N = 918) identified 2 favoured and 2 disfavoured subjects. Hierarchical linear modelling was performed to investigate the relationship of autonomous and controlled motivation with performance in these subjects. Results showed that autonomous motivation positively related to performance in both types of subjects. The association of controlled motivation with performance was negative in both contexts, and more negative in disfavoured subjects. For teaching practice, this means that teachers should always stimulate autonomous motivation, even for negatively appraised subjects.

中文翻译：

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自主和控制动机与中学生偏爱和不喜欢科目的成绩之间的关系

摘要中学教育中的学生不可避免地会比其他科目更喜欢某些科目。该评估可能会影响动机与这些科目的表现之间的关系。尽管自主动机通常与学校的积极成果联系在一起，但受控动机的效果尚不清楚。这项研究特别关注在受宠者和受宠者中受控动机与绩效之间的关系。在本研究中，中学生（N = 918）确定了2个偏爱和2个偏爱的科目。进行了分层线性建模，以研究这些受试者的自主动机和控制动机与绩效之间的关系。结果表明，在两种类型的受试者中，自主动机与表现均呈正相关。在两种情况下，受控动机与绩效之间的关联都是负面的，而在不利对象上则更为负面。在教学实践中，这意味着教师应该始终激发自主动力，即使是对于被负面评价的学科也是如此。