Abstract
Based on SDT this correlational study investigated unique and additive effects of teacher and parent autonomy support on academic motivation of middle school students. Results revealed significant individual and additive effects of parent and teacher autonomy support exists. Age and gender related differences in academic motivation was found. Negative effects of teacher control on motivation was reported. Study highlights necessity of intervention programs, for teachers especially experienced teachers unwilling to conform to the idea of autonomy support, and for parents so they can be aware about providing threshold support when school situations fail to provide autonomy support.
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