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A model of motivation and achievement was tested with data from 50 teachers and 806 Grade 4-6 students in Taiwan. Autonomy as a construct was shown to have ecological validity in Chinese children. The proposed model fit the data well, showing that maternal involvement and autonomy support, as well as teachers' autonomy support, are important for children's autonomy and perceived control. Without the mediation of perceived control, autonomy had a small negative effect on performance; controlling for perceived control, external motivation orientation was a positive predictor for Chinese children's effort and performance. The teachers' reported motivating style, as construed in Western research, does not correspond with Chinese children's perceptions of their teachers nor does it have any relationship with their motivation measures. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
