The reciprocal effects among autonomy support, intrinsic motivation, and reading achievement: a self-determination theory perspective

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.Methodology We drew data from 1,088 students across 13 secondary schools in China. A random intercept cross-lagged panel model (RI-CLPM) was employed to analyze the data.Findings Results showed that (1) there was a reciprocal relationship between autonomy support and intrinsic motivation; (2) a reciprocal relationship was observed between intrinsic motivation and reading achievement; (3) autonomy support did not directly influence subsequent reading achievement, however, reading achievement contributed to subsequent autonomy support; (4) intrinsic motivation mediated the longitudinal relationship between autonomy support and reading achievement.Value This study leverages longitudinal data to support SDT in Eastern cultures, offering culturally grounded insights for enhancing reading motivation and achievement.