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This study assesses how learners' perceptions of classroom autonomy correlate to intrinsic motivation and learning outcomes as measured by grade point average (GPA); analysis of the data shows a positive correlation among the variables and supports the argument that the psychosocial variable of perceived autonomy support can be used to maintain intrinsic motivation and enhance learning outcomes over time. Adult learners (n=77) enrolled in an eight-week, intensive academic language program completed two survey instruments during the first and seventh week of the program. Correlational analyses determined that greater perceptions of learners' autonomy support were strongly correlated to higher levels of intrinsic motivation and moderately correlated to GPA. Perceived autonomy support accounted for 9% of the variance in learners’ GPA.

Correlations among Perceived Autonomy Support, Intrinsic Motivation, and Learning Outcomes in an Intensive Foreign Language Program