This study explores the interconnectedness of autonomy support and intrinsic motivation on reading achievement, suggesting cultural contexts may influence these dynamics.
Purpose Previous studies have linked autonomy support and intrinsic motivation to reading achievement, yet the reciprocal relationships among these variables remain insufficiently explored. Moreover, recent research has challenged the significance of autonomy support in Eastern cultural contexts. Grounded in self-determination theory (SDT), this study aimed to explore the reciprocal effects among autonomy support, intrinsic motivation, and reading achievement.
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Liu et al. (2025) studied this question.
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