Autonomy as an Element of Developmental Well-Being

Autonomy, mastery motivation, and control are highly interrelated constructs. Perceptions of autonomy arise out of experiences of being able to control the environment and effectiveness in producing desired effects. Mastery motivation¹ has been proposed as an innate need that drives interactions with the environment, thus promoting perceived control and autonomy (e.g., Harter, 1978; White, 1959). Motivational and educational theorists and researchers have been particularly active in focusing on these three constructs as elements of developmental well-being. This chapter focuses on the assessment of autonomy throughout childhood and adolescence and the associations among autonomy, mastery motivation, and perceived control.