Students’ self-determined motivation (acting out of interest, curiosity, and abiding values) is associated with higher academic well-being, persistence, and achievement. Self-determination theory posits that self-determined motivation is dependent on the satisfaction of three psychological needs (relatedness, competence, and autonomy), which are in turn facilitated through need-supportive behaviors from notable others. In this meta-analysis, conducted over 144 studies and more than 79,000 students, we sought to overview pathways to student motivation in order to verify (1) how do psychological needs rank in the strength of their prediction of self-determined motivation and (2) which autonomy-support providers (parents or teachers) are the most relevant for psychological need satisfaction in students and self-determined motivation. Results show that teacher autonomy support predicts students’ need satisfaction and self-determined motivation more strongly than parental autonomy support. In addition, competence is the most positive predictor of self-determined motivation, followed by autonomy and then by relatedness.

学生的自主动机（出于兴趣、好奇心和坚持价值观而行动）与更高的学业幸福感、毅力和成就相关。自我决定理论认为，自我决定的动机取决于对三种心理需求（相关性、能力和自主性）的满足，而这三种心理需求反过来又通过著名他人的需求支持行为得到促进。在这项对超过 144 项研究和 79,000 多名学生进行的荟萃分析中，我们试图概述学生动机的途径，以验证（1）心理需求在他们对自我决定动机的预测强度中的排名和（2 ) 哪些自主支持提供者（父母或老师）与学生的心理需求满足和自主动机最相关。结果表明，教师自主支持比父母自主支持更能预测学生的需求满意度和自主动机。此外，能力是自我决定动机最积极的预测因素，其次是自主性，然后是相关性。