Autonomy Support and Intrinsic Motivation Among Grade 4 Students

Abstract

This study explores the relationship between autonomy support and intrinsic motivation among Grade 4 learners. Utilizing a descriptive correlation research design, data was collected from 100 Grade 4 students in Davao City using an adapted survey instrument. The study evaluates three autonomy support indicators: providing meaningful choices, encouraging input and feedback, and offering rationale for tasks and activities. Results demonstrate a remarkably high level of intrinsic motivation among Grade 4 learners, with very extensive mean scores for enjoyment, interest, and perceived competence. The overall mean of suggests a widespread manifestation of intrinsic motivation within the sampled population. The subsequent analysis confirms a significant positive correlation between autonomy support and intrinsic motivation, rejecting the null hypothesis. The study further identifies that providing meaningful choices, encouraging input and feedback, and offering rationale for tasks and activities significantly influence intrinsic motivation. These findings hold implications for educational policymakers, school leaders, teachers, and learners, emphasizing the importance of integrating autonomy-supportive practices to enhance intrinsic motivation in Grade 4 classrooms. Future researchers are encouraged to explore the specific factors contributing to high levels of intrinsic motivation and its long-term impact on diverse student populations.