The current study provides a comprehensive meta-analysis of the relations between students’ perceived teacher and parent autonomy support and positive learning outcomes by synthesizing 378 effect sizes from 179 independent samples in 153 studies (N = 213,612). We identified six categories that broadly capture positive learning outcomes: autonomous motivation, student behavioral engagement, mastery goal, self-regulated learning, self-beliefs, and academic performance. The findings demonstrate the importance of autonomy support in education contexts. Using correlation coefficients as our effect size index, we found the estimated average effect size of 0.32, with wide between- and within-cluster heterogeneity. The effects of several moderators were examined. The type of learning outcomes and the agent of autonomy support were significant moderators. Gender distribution had a significant moderating effect for teacher autonomy support, when all other moderators were held constant. The higher the percentage of females in the sample, the lower the correlation between teacher autonomy support and learning outcomes. Autonomous motivation, student behavioral engagement, and self-beliefs yielded largest effect sizes in being predicted by autonomy support. Of all learning outcomes, academic performance had the weakest overall relationship with autonomy support. Meta-analytic path analyses suggested that this relationship was partially mediated by other learning outcomes such as autonomous motivation and student engagement. Taken together, these findings provide compelling evidence for the importance of teacher and parent autonomy support for promoting positive learning outcomes in diverse educational settings from elementary school through university.

目前的研究通过综合 153 项研究中 179 个独立样本的 378 个效应量（N = 213,612），对学生感知的教师和家长自主支持与积极学习成果之间的关系进行了全面的荟萃分析 。我们确定了广泛体现积极学习成果的六个类别：自主动机、学生行为参与、掌握目标、自我调节学习、自信和学业成绩。研究结果证明了教育背景下自主支持的重要性。使用相关系数作为我们的效应大小指数，我们发现估计的平均效应大小为 0.32，具有广泛的簇间和簇内异质性。检查了几个调节器的效果。学习成果的类型和自主支持的代理人是重要的调节因素。当所有其他调节因素保持不变时，性别分布对教师自主支持具有显着的调节作用。样本中女性的比例越高，教师自主支持与学习成果之间的相关性越低。自主动机、学生行为参与和自信在自主支持的预测中产生了最大的效应。在所有学习成果中，学习成绩与自主支持的总体关系最弱。元分析路径分析表明，这种关系部分是由其他学习成果（例如自主动机和学生参与度）调节的。总而言之，这些发现提供了令人信服的证据，证明了教师和家长自主支持对于促进从小学到大学的不同教育环境中积极学习成果的重要性。