Within self-determination theory, a considerable amount of previous research has shown that autonomous motivation is associated with higher levels of academic achievement and wellness among students. However, it is notable that few studies have included large samples of undergraduates who are enrolled in science courses. Moreover, to our knowledge no previous research has investigated the associations among autonomous and controlled motivations, course attendance, time spent studying, perceived course difficulty, and final course grades simultaneously. The current study was designed to begin to fill this gap in the literature. In the fall (33 course sections) and spring (29 course sections) semesters, undergraduate students (N = 1284) who were enrolled in general chemistry, organic chemistry, and human anatomy and physiology courses responded to a 24-item survey at the beginning (Time 1) and at the end (Time 2) of the semester. The results revealed considerable stability in motivation over time as well as strong association between autonomous and controlled motivations at each time point. Autonomous motivation at Time 2 predicted higher levels of time spent studying and final course grades, and lower levels of perceived course difficulty. Controlled motivation at Time 2 predicted higher levels of course attendance, time spent studying, and perceived course difficulty, and lower levels of final course grades. These findings indicate that both autonomous and controlled motivations contribute to final course grades (albeit in opposite directions) and highlight the importance of creating need-supportive educational climates that facilitate the cultivation of autonomous motivation.

在自决理论中，大量先前的研究表明，自主动机与学生更高的学习成绩和健康水平有关。但是，值得注意的是，很少有研究包含大量选修科学课程的大学生样本。而且，据我们所知，以前没有研究调查自主动机和控制动机，课程出勤，学习时间，感知课程难度和最终课程成绩之间的关联。当前的研究旨在填补文献中的空白。在秋季（33个课程部分）和春季（29个课程部分）学期中，攻读了普通化学，有机化学的本科生（N = 1284），并且人体解剖学和生理学课程在学期开始时（时间1）和结束时（时间2）对24个项目进行了调查。结果显示，动机随着时间的推移具有相当大的稳定性，并且每个时间点的自主动机和受控动机之间都具有很强的关联性。在时间2的自主动机预测学习和最终课程成绩花费的时间更高，而所察觉的课程难度则更低。在时间2的受控制的动机预测较高的课程出勤率，学习时间和感知的课程难度，以及较低的最终课程成绩水平。