Autonomy Support, Intrinsic Motivation, and Self- Regulation Among Laguna State Polytechnic University Santa Cruz Campus College Students

This study examined the relationships among autonomy support, intrinsic motivation, and self-regulation among first-year college students at Laguna State Polytechnic University–Santa Cruz Campus. Grounded in Self-Determination Theory, the Self-Regulated Learning Framework, and Culturally Responsive Teaching Models, the research employed a quantitative, descriptive-correlational design to explore how autonomy-supportive practices influenced students' motivation and self-management strategies. Data were gathered from 305 students across 27 academic programs using a validated survey instrument and were analyzed through descriptive and inferential statistics. Findings revealed that autonomy support and intrinsic motivation were rated as very high, while self-regulation was assessed as high. Teacher feedback (M=3.45, SD=0.55), opportunities for choice in assignments (M=3.19, SD=.62) and encouragement for self-directed learning (M=3.37, SD=0.60) demonstrated strong autonomy support. Students exhibited very high intrinsic motivation in interest in subject matter (M=3.47, SD=0.50), enjoyment of learning activities (M=3.48, SD=0.50), and desire for mastery and competence (M=3.56, SD=0.46). Self-regulation was reflected in high time management skills (M=3.09, SD=0.64) and goal setting (M=3.29, SD=0.59), alongside very high self-monitoring and evaluation (M=3.29, SD=0.59). Statistical analysis confirmed significant positive correlations between autonomy support and self-regulation, as well as between intrinsic motivation and self-regulation, indicating moderate to high positive relationships. These findings highlighted the crucial role of autonomy-supportive strategies—such as constructive feedback, meaningful choice, and support for self-directed learning—in fostering student motivation and self-regulation. To further enhance academic success and holistic development, the Enhance Autonomy Support, Intrinsic Motivation, and Self- Regulation Program was proposed as a structured intervention.