Abstract This study examined the interrelationships among academic self-regulation, perceived autonomy support from teachers, and academic achievement in Norwegian upper secondary school students, while also validating a Norwegian version of the Self-Regulation Questionnaire-Academic (SRQ-A(N)). Confirmatory factor analysis supported a four-factor structure for the SRQ-A(N), confirming its construct validity and suitability as a concise measure of self-regulation. Mean level analysis of self-regulation revealed high identified regulation, elevated extrinsic and introjected regulation, and low intrinsic regulation. Girls had a higher mean level score of academic achievement and introjected regulation, but a lower mean level score of autonomy support compared to boys. Identified regulation, reflecting personal value endorsement, positively correlated with autonomy support and academic achievement (GPA), aligning with self-determination theory (SDT). Intrinsic regulation was also positively related to autonomy support, while an unexpected positive link between introjected regulation and academic achievement suggested short-term performance benefits but potential long-term psychological costs of internal pressure. Perceived autonomy support was related to introjected, identified, and intrinsic motivation and higher GPA, emphasizing the role of supportive teaching practices. The present research was limited by a correlational design, self-reported data, and a context-specific sample, suggesting caution in generalizability. Despite these limitations, the findings underscore the importance of promoting autonomous motivation through autonomy-supportive environments to enhance academic outcomes and student well-being, with the SRQ-A(N) as a valid assessment tool.
Åge Diseth (Sun,) studied this question.