Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?

TLDR

Cross‑cultural research suggests autonomy is undervalued in Eastern cultures, yet self‑determination theory argues that autonomous study motivation universally predicts better learning and well‑being, highlighting the need to distinguish intraindividual autonomy from culturally bound values. Two studies were conducted to shed light on this controversial issue. Both studies found that autonomous study motivation predicts adaptive learning attitudes, academic success, and well‑being, while controlled motivation links to higher drop‑out rates and maladaptive attitudes; additionally, parental autonomy support fosters adaptive strategies and well‑being through students’ relative autonomy.

Abstract

Various cross-cultural researchers state that autonomy is not valued in Eastern cultures and, hence, is unlikely to predict optimal study functioning and well-being. In contrast, self-determination theory (SDT; R. M. Ryan & E. L. Deci, 2000) maintains that autonomous or volitional study motivation is universally important and should predict better learning and higher well-being, even among Chinese students. Two studies were conducted to shed light on this controversial issue. Findings from both studies indicated that autonomous study motivation positively predicts adaptive learning attitudes, academic success, and personal well-being, whereas controlled motivation was associated with higher drop-out rates, maladaptive learning attitudes, and ill-being. In addition, Study 2 revealed that parental autonomy support versus psychological control is related to more adaptive learning strategies and higher well-being and that these effects were mediated by students' relative autonomy for studying. The importance of defining autonomy as an intraindividual, phenomenological experience versus an interpersonal, culturally bounded value is discussed.