“The college students here who perceived their instructors to be supportive of autonomy by allowing students to participate in course policy-making, reported greater levels of motivation at the end of the semester, even after partialling out the effects of pretest motivation. Perceptions of autonomy had positive effects not only on intrinsic motivation, but also upon task value and self-efficacy...As a whole, the pattern of results reported here indicate that experiences of classroom autonomy in the college classroom are more closely related to motivational factors than to performance.” (p.484)
Garcia, T., & Pintrich, P. R. (1996). The effects of autonomy on motivation and performance in the college classroom. Contemporary Educational Psychology, 21(4), 477–486.