Chanal J Guay F 2015 This research sought to test whether autonomous and controlled motivations are specific to school subjects or more general to the school context. In two cross-sectional studies, 252 elementary school children (43.7% male; mean age = 10.7 years, SD = 1.3 years) and 334 junior high school children (49.7% male, mean age = 14.07 years, SD = 1.01 years) were administered a questionnaire assessing their motivation for various school subjects. Results based on structural equation modeling using the correlated trait-correlated method minus one model (CTCM-1) showed that autonomous and controlled motivations assessed at the school subject level are not equally school-subject-specific. We found larger specificity effects for autonomous (intrinsic and identified) than for controlled (introjected and external) motivation. In both studies, results of factor loadings and the correlations with self-concept and achievement demonstrated that more evidence of specificity was obtained for autonomous regulations than for controlled ones. These findings suggest a new understanding of the hierarchical and multidimensional academic structure of autonomous and controlled motivations and of the mechanisms involved in the development of types of regulations for school subjects. application/pdf https://sonar.ch/global/documents/118323 eng info:eu-repo/semantics/altIdentifier/doi/10.1371/journal.pone.0134660 info:eu-repo/semantics/altIdentifier/pmid/26247788 info:eu-repo/semantics/openAccess PloS one. - 2015 Achievement Child Cross-Sectional Studies Female Humans Male Motivation Self Concept Students Surveys and Questionnaires Are Autonomous and Controlled Motivations School-Subjects-Specific? http://purl.org/coar/resource_type/c_6501