摘要：The main aim of the present research was to test a motivational model in order to explain the conditions in which rural students form their intentions to persist in, or drop out of secondary school. The model argues that motivational variables underlie students' intentions to drop out and that students' motivation can be either supported in the classroom by autonomy-supportive teachers or frustrated by controlling teachers. LISREL analyses of questionnaire data from 365 rural secondary school students showed that the degree of perceived value of schooling predicted students' self-determined motivation and perceived competence. The provision conditions of autonomy support within classrooms predicted perceived competence and students' intentions to persist, versus drop out directly.
