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Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/9780470939338.ch6openalex-snapshot
Doing Better but Feeling Worse: The Paradox of Choice
inferredcites →https://doi.org/10.1002/sce.20441openalex-snapshot
Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students
inferredcites →https://doi.org/10.1002/tea.21168openalex-snapshot
Teachers' knowledge structures for nature of science and scientific inquiry: Conceptions and classroom practice
inferredcites →https://doi.org/10.1007/978-94-010-0730-6_13openalex-snapshot
Values in Science: An Educational Perspective
inferredcites →https://doi.org/10.1007/s10648-006-9027-yopenalex-snapshot
When Choice Motivates and When It Does Not
inferredcites →https://doi.org/10.1007/s10648-010-9142-7openalex-snapshot
A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy
inferredcites →https://doi.org/10.1007/s11031-012-9305-6openalex-snapshot
Student autonomy and course value: The unique and cumulative roles of various teacher practices
inferredcites →https://doi.org/10.1016/j.adolescence.2008.06.007openalex-snapshot
Student engagement and its relationship with early high school dropout
inferredcites →https://doi.org/10.1016/j.cedpsych.2009.01.001openalex-snapshot
Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes
inferredcites →https://doi.org/10.1016/j.cedpsych.2014.06.004openalex-snapshot
A classroom-based intervention to help teachers decrease students’ amotivation
inferredcites →https://doi.org/10.1016/j.cedpsych.2016.06.002openalex-snapshot
Daily interest, engagement, and autonomy support in the high school science classroom
inferredcites →https://doi.org/10.1016/j.jesp.2013.09.002openalex-snapshot
The role of competence in the effects of choice on motivation
inferredcites →https://doi.org/10.1016/j.learninstruc.2005.07.008openalex-snapshot
Directly controlling teacher behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety
inferredcites →https://doi.org/10.1016/j.learninstruc.2016.01.002openalex-snapshot
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model
inferredcites →https://doi.org/10.1016/j.lindif.2005.06.004openalex-snapshot
Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement
inferredcites →https://doi.org/10.1016/j.psychsport.2014.08.013openalex-snapshot
Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation
inferredcites →https://doi.org/10.1023/b:moem.0000032312.95499.6fopenalex-snapshot
Enhancing Students' Engagement by Increasing Teachers' Autonomy Support
inferredcites →https://doi.org/10.1037//0003-066x.48.2.90openalex-snapshot
Development during adolescence: The impact of stage€nvironment fit on young adolescents' experiences in schools and in families.
inferredcites →https://doi.org/10.1037//0022-0663.91.1.62openalex-snapshot
The social context of risk: Status and motivational predictors of alienation in middle school.
inferredcites →https://doi.org/10.1037//0022-0663.93.1.3openalex-snapshot
Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study.
inferredcites →https://doi.org/10.1037//0022-0663.94.1.186openalex-snapshot
Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors.
inferredcites →https://doi.org/10.1037//0022-3514.57.5.749openalex-snapshot
Perceived locus of causality and internalization: Examining reasons for acting in two domains.
inferredcites →https://doi.org/10.1037//0022-3514.79.6.995openalex-snapshot
When choice is demotivating: Can one desire too much of a good thing?
inferredcites →https://doi.org/10.1037//1089-2680.4.3.238openalex-snapshot
Nature and Mechanisms of Loss of Motivation
inferredcites →https://doi.org/10.1037/0003-066x.55.1.68openalex-snapshot
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
inferredcites →https://doi.org/10.1037/0012-1649.17.3.300openalex-snapshot
A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components.
inferredcites →https://doi.org/10.1037/0022-0663.100.1.1openalex-snapshot
Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study.
inferredcites →https://doi.org/10.1037/0022-0663.85.4.571openalex-snapshot
Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.
inferredcites →https://doi.org/10.1037/0022-0663.95.1.148openalex-snapshot
Sense of relatedness as a factor in children's academic engagement and performance.
inferredcites →https://doi.org/10.1037/0022-0663.96.2.236openalex-snapshot
Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement.
inferredcites →https://doi.org/10.1037/0022-0663.97.2.170openalex-snapshot
Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study.
inferredcites →https://doi.org/10.1037/0022-0663.97.2.184openalex-snapshot
Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates.
inferredcites →https://doi.org/10.1037/0022-0663.97.3.468openalex-snapshot
Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?
inferredcites →https://doi.org/10.1037/0022-0663.98.1.209openalex-snapshot
What teachers say and do to support students' autonomy during a learning activity.
inferredcites →https://doi.org/10.1037/0022-3514.63.3.379openalex-snapshot
Once a boring task always a boring task? Interest as a self-regulatory mechanism.
inferredcites →https://doi.org/10.1037/0022-3514.87.2.246openalex-snapshot
Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts.
inferredcites →https://doi.org/10.1037/0033-2909.134.2.270openalex-snapshot
The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings.
inferredcites →https://doi.org/10.1037/a0012840openalex-snapshot
Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
inferredcites →https://doi.org/10.1037/a0015084openalex-snapshot
A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation.
inferredcites →https://doi.org/10.1037/a0019545openalex-snapshot
The effectiveness and relative importance of choice in the classroom.
inferredcites →https://doi.org/10.1037/a0025742openalex-snapshot
Psychologically controlling teaching: Examining outcomes, antecedents, and mediators.
inferredcites →https://doi.org/10.1037/a0028089openalex-snapshot
Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context.
inferredcites →https://doi.org/10.1037/a0034399openalex-snapshot
Does observed controlling teaching behavior relate to students’ motivation in physical education?
inferredcites →https://doi.org/10.1063/1.3050879openalex-snapshot
The Structure of Scientific Revolutions
inferredcites →https://doi.org/10.1080/00220970903292868openalex-snapshot
Students’ Needs, Teachers’ Support, and Motivation for Doing Homework: A Cross-Sectional Study
inferredcites →https://doi.org/10.1080/00273171.2010.519276openalex-snapshot
Multilevel Factor Analysis and Structural Equation Modeling of Daily Diary Coping Data: Modeling Trait and State Variation
inferredcites →https://doi.org/10.1080/00461520.2014.1002924openalex-snapshot
The Challenges of Defining and Measuring Student Engagement in Science
inferredcites →https://doi.org/10.1080/00461520903028990openalex-snapshot
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive
inferredcites →https://doi.org/10.1086/501484openalex-snapshot
Teachers as Facilitators: What Autonomy‐Supportive Teachers Do and Why Their Students Benefit
inferredcites →https://doi.org/10.1111/cdev.12036openalex-snapshot
Predicting Long-Term Growth in Students' Mathematics Achievement: The Unique Contributions of Motivation and Cognitive Strategies
inferredcites →https://doi.org/10.1111/j.1467-6494.1994.tb00797.xopenalex-snapshot
Facilitating Internalization: The Self‐Determination Theory Perspective
inferredcites →https://doi.org/10.1111/j.1745-3984.2002.tb01133.xopenalex-snapshot
Grades and Test Scores: Accounting for Observed Differences
inferredcites →https://doi.org/10.1177/0146167200266002openalex-snapshot
Daily Well-Being: The Role of Autonomy, Competence, and Relatedness
inferredcites →https://doi.org/10.1177/0146167203261883openalex-snapshot
The Independent Effects of Goal Contents and Motives on Well-Being: It’s Both What You Pursue and Why You Pursue It
inferredcites →https://doi.org/10.1177/0146167211413125openalex-snapshot
Self-Determination Theory and Diminished Functioning
inferredcites →https://doi.org/10.1177/0146167299259006openalex-snapshot
The Confidence of Choice: Evidence for an Augmentation Effect on Self-Perceived Performance
inferredcites →https://doi.org/10.1207/s15327906mbr3901_5openalex-snapshot
The Consequence of Ignoring a Level of Nesting in Multilevel Analysis
inferredcites →https://doi.org/10.1207/s15328007sem0902_5openalex-snapshot
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
inferredcites →https://doi.org/10.1348/000709902158883openalex-snapshot
Choice is good, but relevance is excellent: Autonomy‐enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork
inferredcites →https://doi.org/10.2307/2075823openalex-snapshot
Hierarchical Linear Models: Applications and Data Analysis Methods.
inferredcites →https://doi.org/10.2307/2286442openalex-snapshot
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences.
inferredcites →https://doi.org/10.3386/w13617openalex-snapshot
Teacher Credentials and Student Achievement in High School: A Cross-Subject Analysis with Student Fixed Effects
inferredcites →https://doi.org/10.4135/9781849209366openalex-snapshot
Introducing Multilevel Modeling
inferredcites →https://doi.org/10.5860/choice.190249openalex-snapshot
Occupational outlook handbook, 2014-2015
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4671389openalex-extracted
Multilevel Classroom Climate Profiles: Associations with Competence Beliefs, Task Value, Behavioral Engagement, and Academic Achievement
inferred← citeshttps://doi.org/10.1002/ijop.12938openalex-snapshot
Differential influence of basic psychological needs on burnout and academic achievement in three southeast European countries
inferred← citeshttps://doi.org/10.1002/pits.23538openalex-snapshot
Exploring School Engagement and Academic Outcomes Over Time: The Role of Contextual Factors in Chile
inferred← citeshttps://doi.org/10.1002/sce.21461openalex-snapshot
Gender disparities in students’ motivational experiences in high school science classrooms
inferred← citeshttps://doi.org/10.1002/sce.70067openalex-snapshot
Do Single‐Sex STEM Programs Have Merit? If So, for Whom, on What Measures?
inferred← citeshttps://doi.org/10.1007/978-3-030-65695-9_10openalex-snapshot
Self-Efficacy and Goal Setting
inferred← citeshttps://doi.org/10.1007/978-3-031-53215-3_5openalex-snapshot
How Do Students and Teachers Respond to Digital Distraction in School?
inferred← citeshttps://doi.org/10.1007/978-3-031-86908-2_9openalex-snapshot
Autonomy-Supportive Teaching Brings Out the Full Benefits of the Physical Education Course
inferred← citeshttps://doi.org/10.1007/978-3-032-07436-2_10openalex-snapshot
Selbstwirksamkeit und Zielsetzung
inferred← citeshttps://doi.org/10.1007/978-3-658-45042-7_24openalex-snapshot
Lehrer-Schüler-Interaktion und Beziehungsqualität als Gegenstandsbereiche der empirischen Bildungsforschung
inferred← citeshttps://doi.org/10.1007/978-981-99-7897-7_13openalex-snapshot
A Self-determination Approach to Socioemotional Learning: Supporting Students’ Needs as an Essential Foundation for the Cultivation of Socioemotional Skills
inferred← citeshttps://doi.org/10.1007/s10212-023-00716-2openalex-snapshot
Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness
inferred← citeshttps://doi.org/10.1007/s10212-024-00852-3openalex-snapshot
Dynamics of teacher autonomy support in early adolescence: feedforward and feedback effects with students’ autonomy, competence, relatedness, and engagement
inferred← citeshttps://doi.org/10.1007/s10648-023-09841-2openalex-snapshot
Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective
inferred← citeshttps://doi.org/10.1007/s10648-024-09959-xopenalex-snapshot
Charting the Murky Waters of Motivational Climate Measurement: Past Approaches and Future Directions
inferred← citeshttps://doi.org/10.1007/s10648-025-09989-zopenalex-snapshot
Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis
inferred← citeshttps://doi.org/10.1007/s10648-026-10203-xopenalex-snapshot
Intensive Longitudinal Methods in School Research: A Systematic Literature Review
inferred← citeshttps://doi.org/10.1007/s10964-018-0814-9openalex-snapshot
Examining Relationships among Choice, Affect, and Engagement in Summer STEM Programs
inferred← citeshttps://doi.org/10.1007/s10964-021-01435-xopenalex-snapshot
Stereotype Threat in High School Classrooms: How It Links to Teacher Mindset Climate, Mathematics Anxiety, and Achievement
inferred← citeshttps://doi.org/10.1007/s10964-025-02216-6openalex-snapshot
Growth Mindset in Action: Teaching Practices That Fuel Student Interest and Academic Success
inferred← citeshttps://doi.org/10.1007/s10984-023-09476-8openalex-snapshot
Conceptualization and measurement of adolescent students’ psychological need thwarting based on the student–teacher relationship
inferred← citeshttps://doi.org/10.1007/s10984-024-09500-5openalex-snapshot
Motivating students in competency-based education programmes: designing blended learning environments
inferred← citeshttps://doi.org/10.1007/s11031-019-09818-1openalex-snapshot
Basic psychological need theory: Advancements, critical themes, and future directions
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The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach
inferred← citeshttps://doi.org/10.1007/s11031-020-09863-1openalex-snapshot
Exploring the relationship between Black high school students’ external regulation and intrinsic motivation
inferred← citeshttps://doi.org/10.1007/s11031-023-10018-1openalex-snapshot
‘Help, my teacher is pressuring me!’ The role of students’ coping with controlling teaching in motivation and engagement
inferred← citeshttps://doi.org/10.1007/s11031-025-10182-6openalex-snapshot
Reading between the lines: teacher recognition of students’ requests to satisfy their psychological needs as a prerequisite for need-supportive communication style
inferred← citeshttps://doi.org/10.1007/s11218-019-09500-xopenalex-snapshot
Relationships between students’ course perceptions, engagement, and learning
inferred← citeshttps://doi.org/10.1007/s11218-023-09831-wopenalex-snapshot
Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes
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A daily diary study on associations between school-based ethnic discrimination and school engagement
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Students' goal orientations and their perceived peer relationships
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Investigating Emotions as a Mediator in the Transmission of Passion in Education
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Motivational teaching style and academic performance in university students
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It’s the Little Things in Life: Enjoyment of Different Types of Personal Projects
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Wie, wann und warum nutzen Schüler*innen Lerngelegenheiten im Unterricht? Eine übergreifende Diskussion der Beiträge zum Thementeil
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Einmal begeistert, immer begeistert? Eine Experience-Sampling Studie zur wahrgenommen Unterrichtsqualität und Motivation von Schülerinnen und Schülern im Kunstunterricht
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Soziale Eingebundenheit im individualisierten Unterricht: Eine Experience-Sampling Studie
inferred← citeshttps://doi.org/10.1007/s44282-026-00567-4openalex-snapshot
Gender disparities in student engagement and academic achievement in public elementary schools in Tawi-Tawi, Philippines
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Instructional Interventions That Support Student Engagement: An International Perspective
inferred← citeshttps://doi.org/10.1016/j.appdev.2019.01.004openalex-snapshot
Agency and high school science students' motivation, engagement, and classroom support experiences
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2019.03.013openalex-snapshot
Processes of students’ effort exertion, competence beliefs and motivation: Cyclic and dynamic effects of learning experiences within school days and school subjects
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Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator
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A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education
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Engagement profiles of elementary students in urban schools
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How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power
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“You know what, I can do this”: Heterogeneous joint trajectories of expectancy for success and attainment value in chemistry
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Valuable but costly? University students’ expectancy-value-cost profiles in introductory chemistry courses
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Motivating by measuring motivation? Examining reactivity in a diary study on student motivation
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The relations between urban high school science students’ agentic mindset, agentic engagement, and perceived teacher autonomy support and control
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Hybrid discourse spaces: A mixed methods study of student engagement in U.S. science classrooms
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Australian Aboriginal and Torres Strait Islander students’ motivation to continue in senior science: An expectancy value theory and intersectional identity approach
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A meta-analytic review of the relationships between autonomy support and positive learning outcomes
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Beyond self-report surveys: A comparison of methods for directly observing motivationally supportive teaching practices
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Race-reimaged autonomy support: a validation of a measure that integrates self-determination theory and culturally relevant education
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Motivating deference: Employees' perception of authority legitimacy as a mediator of supervisor motivating styles and employee work-related outcomes
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Amotivation and influence of teacher support dimensions: A self-determination theory approach
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Students’ motivational trajectories in vocational education: Effects of a self-regulated learning environment
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Providing and receiving of autonomy support promotes self-efficacy and value for group activities in university and the workplace
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The role of students’ perceived teacher support in student motivation: A longitudinal study of student motivation profiles
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Don't you say it that way! Experimental evidence that controlling voices elicit defiance
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Fostering excellence: Nurturing motivation and performance among high- and average-ability students through need-supportive teaching
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How changes in teachers' dialogic discourse practice relate to changes in students' activation, motivation and cognitive engagement
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Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective
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Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis
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The reciprocal relations among basic psychological need satisfaction at school, positivity and academic achievement in Chinese early adolescents
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Intrinsic instructional goal adoption increases autonomy-supportive teaching: A randomized control trial and intervention
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University students’ use of motivational regulation during one semester
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Co-developmental trajectories of psychological need satisfactions at school: Relations to mental health and academic functioning in Chinese elementary school students
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When students show some initiative: Two experiments on the benefits of greater agentic engagement
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Adolescents' daily sense of school connectedness and academic engagement: Intensive longitudinal mediation study of student differences by remote, hybrid, and in-person learning modality
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LGBTQ+ students’ weekly academic engagement and disaffection predicted by experiences in gender-sexuality alliance meetings
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It counts in every single lesson: Between- and within-person associations of teaching quality and student self-regulation
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Middle school engagement profiles: Implications for motivation and achievement in science
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Self-efficacy and achievement emotions as mediators between learning climate and learning persistence in college calculus: A sequential mediation analysis
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Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures
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Comparing relations among autonomy support, motivation, and academic success across face-to-face and pandemic online STEM learning environments
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The academic and social-emotional flourishing framework
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Supporting students' basic needs is associated with better socio-emotional skills across cultures: A self-determination theory perspective
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Not like the weather: classroom climates as group-level subjective phenomena, classroom microclimates as individual differences
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Mapping the intellectual landscape of educational psychology: Citation rankings and network structures of 60 journals, scholars, and institutions
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Classroom dynamics in physical education: The interplay of student agentic actions, teacher autonomy support and student intrinsic motivation
inferred← citeshttps://doi.org/10.1016/j.lindif.2026.102911openalex-snapshot
Beyond averages: Situational lesson to lesson level interplay between relatedness and competence
inferred← citeshttps://doi.org/10.1016/j.lindif.2026.102919openalex-snapshot
Intraindividual dynamics of competence perceptions, task value and engagement in science learning
inferred← citeshttps://doi.org/10.1016/j.lmot.2023.101908openalex-snapshot
Autonomous motivation in blended learning: Effects of teaching presence and basic psychological need satisfaction
inferred← citeshttps://doi.org/10.1016/j.psicod.2025.500174openalex-snapshot
El papel mediador del clima motivacional entre los estilos interpersonales de enseñanza y el autoconcepto académico en estudiantes universitarios de Educación Física: ¿Existen diferencias según el género?
inferred← citeshttps://doi.org/10.1016/j.psicoe.2025.500174openalex-snapshot
The mediating role of motivational climate between interpersonal teaching styles and academic self-concept among university student of Physical Education: Is there a gender difference?
inferred← citeshttps://doi.org/10.1016/j.psychsport.2019.101561openalex-snapshot
Towards a more refined insight in the critical motivating features of choice: An experimental study among recreational rope skippers
inferred← citeshttps://doi.org/10.1016/j.psychsport.2022.102174openalex-snapshot
Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior
inferred← citeshttps://doi.org/10.1016/j.tate.2019.103004openalex-snapshot
When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104281openalex-snapshot
Satisfying students' psychological needs in the classroom: Benefits of an online intervention to help primary school teachers during a pandemic academic year
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104400openalex-snapshot
Teacher support for students’ psychological needs and student engagement: Differences across school levels based on a national teacher survey
inferred← citeshttps://doi.org/10.1016/j.tate.2024.104702openalex-snapshot
Learning how to become an autonomy-supportive teacher begins with perspective taking: A randomized control trial and model test
inferred← citeshttps://doi.org/10.1016/j.tsc.2022.101063openalex-snapshot
The effects of teamwork on critical thinking: A serial mediation analysis of the influence of work skills and educational motivation in secondary school students
inferred← citeshttps://doi.org/10.1026/0049-8637/a000226openalex-snapshot
Daily Fluctuations in Motivation
inferred← citeshttps://doi.org/10.1027/1016-9040/a000471openalex-snapshot
Ecological Momentary Assessment of Creative Ideation
inferred← citeshttps://doi.org/10.1027/2151-2604/a000500openalex-snapshot
The Gender-Specific Role of Social Relationships for School Well-Being in Primary School
inferred← citeshttps://doi.org/10.1037/bul0000338openalex-snapshot
Paths to the light and dark sides of human nature: A meta-analytic review of the prosocial benefits of autonomy and the antisocial costs of control.
inferred← citeshttps://doi.org/10.1037/dev0000827openalex-snapshot
Listen to your mother: Motivating tones of voice predict adolescents’ reactions to mothers.
inferred← citeshttps://doi.org/10.1037/edu0000293openalex-snapshot
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach.
inferred← citeshttps://doi.org/10.1037/edu0000680openalex-snapshot
The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.
inferred← citeshttps://doi.org/10.1037/edu0000783openalex-snapshot
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.
inferred← citeshttps://doi.org/10.1037/edu0000827openalex-snapshot
The unique importance of motivation and mindsets for students’ learning behavior and achievement: An examination at the level of between-student differences and within-student fluctuations.
inferred← citeshttps://doi.org/10.1039/d2rp00107aopenalex-snapshot
Motivation to learn chemistry: a thorough analysis of the CMQ-II within the Brazilian context
inferred← citeshttps://doi.org/10.1044/2022_ajslp-22-00064openalex-snapshot
Motivation Theory and Practice in Aphasia Rehabilitation: A Scoping Review
inferred← citeshttps://doi.org/10.1080/00220671.2025.2575473openalex-snapshot
Teachers’ motivating style, students’ basic psychological needs, academic reading motivation, and engagement
inferred← citeshttps://doi.org/10.1080/00220973.2023.2267006openalex-snapshot
Same Classroom, Different Affordances? Demographic Differences in Perceptions of Motivational Climate in Five STEM Courses
inferred← citeshttps://doi.org/10.1080/00220973.2025.2592063openalex-snapshot
An Autonomy-Supportive Teaching Intervention Benefits Students in a Low-SES School Setting
inferred← citeshttps://doi.org/10.1080/00220973.2026.2630661openalex-snapshot
Rethinking the Measurement of Motivational Climate: Understanding and Measuring Student Perceptions in University STEM Classes
inferred← citeshttps://doi.org/10.1080/00220973.2026.2634375openalex-snapshot
Examining Event- and Person-Level Factors of Situational Engagement With Latent State-Trait Modeling
inferred← citeshttps://doi.org/10.1080/00313831.2026.2662242openalex-snapshot
Academic boredom, autonomy granting and academic achievement in upper secondary school
inferred← citeshttps://doi.org/10.1080/00405841.2023.2226552openalex-snapshot
Characteristics of effective models for classroom demonstrations
inferred← citeshttps://doi.org/10.1080/00461520.2018.1432361openalex-snapshot
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures
inferred← citeshttps://doi.org/10.1080/00461520.2020.1862657openalex-snapshot
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
inferred← citeshttps://doi.org/10.1080/00461520.2023.2274104openalex-snapshot
A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement
inferred← citeshttps://doi.org/10.1080/00461520.2024.2394031openalex-snapshot
The role of asset-based pedagogy in an interactive view of reading
inferred← citeshttps://doi.org/10.1080/01443410.2019.1566519openalex-snapshot
The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement
inferred← citeshttps://doi.org/10.1080/01443410.2024.2402322openalex-snapshot
The interplay between autonomy support and structure in the prediction of challenge-seeking, novelty avoidance, and procrastination
inferred← citeshttps://doi.org/10.1080/01443410.2024.2402329openalex-snapshot
Navigating time and space: examining the impact of contextual factors and self-regulation strategies on university students’ momentary engagement
inferred← citeshttps://doi.org/10.1080/01443410.2025.2591650openalex-snapshot
The daily link between parental and teacher autonomy support and adolescent psychological outcomes: the moderating role of family social class
inferred← citeshttps://doi.org/10.1080/01443410.2026.2637922openalex-snapshot
The relationship between teacher support and high school students’ mathematical modelling skill: the mediating role of academic self-efficacy and learning motivation
inferred← citeshttps://doi.org/10.1080/01587919.2024.2338707openalex-snapshot
Teachers’ motivating styles and students’ agentic engagement in online learning
inferred← citeshttps://doi.org/10.1080/01626620.2024.2442317openalex-snapshot
Autonomy Supportive Teaching Behaviors: Perceptions of Teachers in Special, General, Gifted, and Bilingual Education Settings
inferred← citeshttps://doi.org/10.1080/07370008.2025.2549680openalex-snapshot
A Mixed Method Investigation of Student Agency and Civic Media Literacy Through Journalistic Learning
inferred← citeshttps://doi.org/10.1080/10437797.2023.2248225openalex-snapshot
Academic Engagement and Disaffection in Social Work Undergraduates From Spain: The Role of Teaching Styles and Student Motivation
inferred← citeshttps://doi.org/10.1080/1045988x.2024.2373088openalex-snapshot
Microsystem and intrapersonal variables associated with middle school achievement: The important role of engagement
inferred← citeshttps://doi.org/10.1080/1047840x.2022.2038001openalex-snapshot
The Case for Social Support as Social Assistance: When Social Means to Personal Goal Pursuit Enhance Agency
inferred← citeshttps://doi.org/10.1080/10494820.2020.1805774openalex-snapshot
CANDA: computer-assisted nonlinear dynamic approach for the L2 teaching in blended and distance learning
inferred← citeshttps://doi.org/10.1080/10668926.2026.2656668openalex-snapshot
Does Filming Peer-Support Videos Benefit the Peer Models? Examining Engineering Transfer Students’ Emotional Experiences When Creating Advice Videos for Community College Students
inferred← citeshttps://doi.org/10.1080/14729679.2026.2653249openalex-snapshot
Optimising motivation in adventure education and outdoor learning: insights from the last 20 years of self-determination theory research
inferred← citeshttps://doi.org/10.1080/17425964.2019.1690443openalex-snapshot
Transitioning to Teaching Science in Higher Education: Exploring Informal Dialogical Approaches to Teaching in a Formal Educational Setting
inferred← citeshttps://doi.org/10.1080/2331186x.2022.2164648openalex-snapshot
Perceived teacher support in secondary education from 1980 to 2019: An integrative review
inferred← citeshttps://doi.org/10.1080/2331186x.2025.2564256openalex-snapshot
Academic engagement and autonomous motivation: a study in South Ethiopia, secondary schools
inferred← citeshttps://doi.org/10.1086/704251openalex-snapshot
Using an Autonomy-Oriented Learning Environment for Struggling Readers
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780197600047.013.21openalex-snapshot
Need-Supportive and Need-Thwarting Socialization
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780197600047.013.60openalex-snapshot
Education as Flourishing
inferred← citeshttps://doi.org/10.1108/978-1-64802-368-220251009openalex-snapshot
Understanding Psychological Needs To Guide Culturally-responsive Instruction For Students From Under-represented Minority Backgrounds
inferred← citeshttps://doi.org/10.1108/978-1-64802-979-020251006openalex-snapshot
Student Perceptions of Teachers
inferred← citeshttps://doi.org/10.1108/978-1-80686-869-820261002openalex-snapshot
Self-As-Agent: The World Is What We Make of It
inferred← citeshttps://doi.org/10.1108/978-1-83708-556-920251003openalex-snapshot
Sociocultural Perspectives On Student Engagement
inferred← citeshttps://doi.org/10.1108/979-8-88730-071-920251009openalex-snapshot
Advocating for Teacher Inquiry
inferred← citeshttps://doi.org/10.1108/book-978-1-64802-162-620251005openalex-snapshot
Promoting Learning for All in Motivationally Supportive, Culturally Responsive, Inclusive Environments
inferred← citeshttps://doi.org/10.1108/jarhe-10-2018-0205openalex-snapshot
Linking motivation and alliance to perceived ambidexterity outcomes at the individual level in academia
inferred← citeshttps://doi.org/10.1108/s0749-742320190000020004openalex-snapshot
Seeking Stability in Stormy Educational Times: A Need-based Perspective on (De)motivating Teaching Grounded in Self-determination Theory
inferred← citeshttps://doi.org/10.1109/access.2018.2873608openalex-snapshot
A Multilayer Prediction Approach for the Student Cognitive Skills Measurement
inferred← citeshttps://doi.org/10.1109/educon52537.2022.9766470openalex-snapshot
Are Negative Emotions Useful for Learning?
inferred← citeshttps://doi.org/10.1109/educon52537.2022.9766562openalex-snapshot
A Framework for Self-Organized Learning Environments to Develop Soft Skills in Geographically Distributed and Multicultural Engineering Teams
inferred← citeshttps://doi.org/10.1109/fie61694.2024.10893463openalex-snapshot
Designing Courses for Autonomy Support: A Practical Framework Inspired by Self-Determination Theory for Motivation
inferred← citeshttps://doi.org/10.1109/te.2025.3540493openalex-snapshot
Exploring the Antecedents and Moderators of Impacting Self-Efficacy in Students’ Learning Computer Programming
inferred← citeshttps://doi.org/10.1111/bjep.12703openalex-snapshot
The intraindividual dynamics of university students' motivation and emotions: The role of autonomy‐supportive learning climates and learning activities
inferred← citeshttps://doi.org/10.1111/cdev.13233openalex-snapshot
Trust and Discipline: Adolescents’ Institutional and Teacher Trust Predict Classroom Behavioral Engagement following Teacher Discipline
inferred← citeshttps://doi.org/10.1111/ejed.12645openalex-snapshot
Learning strategies and procrastination as a function of need satisfaction and autonomous motivation: A diary study
inferred← citeshttps://doi.org/10.1111/jcpp.13815openalex-snapshot
Academic motivation decreases across adolescence for youth with and without attention‐deficit/hyperactivity disorder: Effects of motivation on academic success
inferred← citeshttps://doi.org/10.1123/jsep.2021-0337openalex-snapshot
Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention
inferred← citeshttps://doi.org/10.1123/jsep.2024-0102openalex-snapshot
Two Randomized Controlled Trials to Help Teachers Develop Physical Education Students’ Course-Specific Grit-Perseverance and Mental Toughness
inferred← citeshttps://doi.org/10.1128/jmbe.00001-26openalex-snapshot
Autonomy-supportive and controlling language in undergraduate biology syllabi
inferred← citeshttps://doi.org/10.1145/3641554.3701852openalex-snapshot
Needs-Supportive Teaching Interventions in an Intro Computer Science Course: Exploring Impacts on Student Motivation and Achievement
inferred← citeshttps://doi.org/10.1177/01614681251391033openalex-snapshot
Motivational, Identity, and Self-Regulatory Experiences in the Context of Ethnic Studies Classes for Latinx High School Students
inferred← citeshttps://doi.org/10.1177/03057356241296109openalex-snapshot
The support of autonomy, motivation, and music practice in university music students: A self-determination theory perspective
inferred← citeshttps://doi.org/10.1177/09388982231225736openalex-snapshot
“He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs
inferred← citeshttps://doi.org/10.1177/09504222211030855openalex-snapshot
Triple-blend of classroom instruction, online facilitation and external exposure: Outcomes and challenges
inferred← citeshttps://doi.org/10.1177/13621688251368655openalex-snapshot
Perceived autonomy support and structure in predicting students’ academic emotions during second language learning: The mediating role of self-efficacy
inferred← citeshttps://doi.org/10.1177/15394492241231926openalex-snapshot
Partners in Care: Consumer Experiences With Professional Services
inferred← citeshttps://doi.org/10.1177/20556365261441045openalex-snapshot
Motivational Teaching Styles and Student Engagement: A Multilevel Study in Portuguese Elementary Schools
inferred← citeshttps://doi.org/10.1177/21582440221134609openalex-snapshot
Motivation, Engagement, and Mathematics Achievement: An Exploratory Study Among Chinese Primary Students
inferred← citeshttps://doi.org/10.1177/21582440261427096openalex-snapshot
Validation of the Short Version of the Student-Report Autonomy Support Subscale of the Teacher as a Social Context Questionnaire Among Kenyan Secondary School Students
inferred← citeshttps://doi.org/10.1177/23328584211063898openalex-snapshot
A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic
inferred← citeshttps://doi.org/10.1177/2372732219862572openalex-snapshot
Facilitating Student Outcomes by Supporting Autonomy: Implications for Practice and Policy
inferred← citeshttps://doi.org/10.1186/s12909-025-07561-5openalex-snapshot
Effects of students’ psychological needs satisfaction on interprofessional competencies: a multilevel analysis
inferred← citeshttps://doi.org/10.1186/s40359-026-04169-2openalex-snapshot
Supportive infrastructure and teacher resilience: the mediating role of intrinsic motivation and the moderating role of workplace relationships
inferred← citeshttps://doi.org/10.1186/s40594-023-00449-0openalex-snapshot
Using intensive longitudinal methods to quantify the sources of variability for situational engagement in science learning environments
inferred← citeshttps://doi.org/10.12688/f1000research.144803.1openalex-snapshot
Autonomy support in higher education: a key strategy for the well-being of university students
inferred← citeshttps://doi.org/10.12688/f1000research.144803.2openalex-snapshot
Autonomy support in higher education: a key strategy for the well-being of university students
inferred← citeshttps://doi.org/10.12973/ejper.8.2.97openalex-snapshot
Exploring the Contribution of Perceived Supportive Classroom Learning Environment to Students’ Engagement in Learning
inferred← citeshttps://doi.org/10.12973/eu-jer.14.3.901openalex-snapshot
The Role of Basic Psychological Needs and Empathy on Prosocial Behavior in Emerging Adulthood
inferred← citeshttps://doi.org/10.1371/journal.pone.0327393openalex-snapshot
Intrinsic vs. extrinsic motivation in high school physical education: Which fuels adolescent achievement emotions better?
inferred← citeshttps://doi.org/10.1371/journal.pone.0331876openalex-snapshot
The influence of teacher support on student engagement in physical education among college students: The mediating effects of autonomous motivation and self-efficacy
inferred← citeshttps://doi.org/10.14421/manageria.2022.71-05openalex-snapshot
IMPROVING TEACHER PERFORMANCE THROUGH A GOOD LEADERSHIP AND MOTIVATIONAL APPROACH
inferred← citeshttps://doi.org/10.14426/jovacet.v3i1.126openalex-snapshot
Motivating styles in dual, initial vocational education and training
inferred← citeshttps://doi.org/10.14434/ijpbl.v16i1.33056openalex-snapshot
Teaching Dilemmas and Student Motivation in Project-based Learning in Secondary Education
inferred← citeshttps://doi.org/10.14746/ssllt.40352openalex-snapshot
Exploring peer emotion transmission in foreign language classrooms: A social psychological investigation using mixed methods
inferred← citeshttps://doi.org/10.15547/tjs.2021.s.01.033openalex-snapshot
STRUCTURE OF THE MOTIVATION OF ENTREPRENEURS IN THE AGRICULTURAL SECTOR
inferred← citeshttps://doi.org/10.15561/health.2024.0201openalex-snapshot
Pedagogical strategies for enhancing physical activity: A systematic review of trends and approaches
inferred← citeshttps://doi.org/10.15581/004.35.535-555openalex-snapshot
Apoyo docente, compromiso académico y satisfacción del alumnado universitario
inferred← citeshttps://doi.org/10.15658/rev.electron.educ.pedagog23.11071310openalex-snapshot
Estudio de caso sobre los estilos motivacionales de dos docentes de educación primaria en la modalidad remota
inferred← citeshttps://doi.org/10.16916/aded.1884383openalex-snapshot
Yazma Eğitiminde Öz Belirleme: 6. Sınıf Türkçe Ders Kitabı Yazma Etkinlikleri
inferred← citeshttps://doi.org/10.17760/d20417327openalex-snapshot
Student perspectives of pedagogy and the development of autonomy, metacognition, and critical thinking
inferred← citeshttps://doi.org/10.17875/gup2023-2481openalex-snapshot
Feedback aus der Sicht von Schülerinnen und Schülern im Deutschunterricht der gymnasialen Oberstufe
inferred← citeshttps://doi.org/10.20420/elguiniguada.2024.713openalex-snapshot
¿Cómo afectan los apoyos docentes en el clima del aula en alumnado del Máster de Formación del Profesorado?
inferred← citeshttps://doi.org/10.21203/rs.3.rs-4698671/v1openalex-snapshot
Examining women's persistence in STEM: A mixed methods study of autonomy, competence, relatedness, and sociocultural influences on women in science, technology, engineering, and mathematics
inferred← citeshttps://doi.org/10.21203/rs.3.rs-5856948/v1openalex-snapshot
Fostering Women’s Persistence in STEM: Examining the Roles of Autonomy, Competence, Relatedness, and Sociocultural Influences
inferred← citeshttps://doi.org/10.21203/rs.3.rs-6399715/v1openalex-snapshot
Effects of parental autonomy support and control on elementary students' subjective well-being: A daily diary study
inferred← citeshttps://doi.org/10.2139/ssrn.5349200openalex-snapshot
Mapping the Structure and Influence of Educational Psychology: A Citation Ranking and Network Analysis of 60 Journals, Scholars, Institutions, and Countries
inferred← citeshttps://doi.org/10.21608/jfeb.2022.283399openalex-snapshot
A Program Based on Expectancy-Value Appraisals for Developing Secondary School Students' EFL Expressive Language Skills and Increasing Their Foreign Language Enjoyment
inferred← citeshttps://doi.org/10.21615/cesp.7772openalex-snapshot
Perfiles de motivación y compromiso en matemática, desempeño académico y perfiles de apoyo a la autonomía e instruccional
inferred← citeshttps://doi.org/10.21831/jk.v10i2.51953openalex-snapshot
Interest and motivation of Indonesian and Malay students in the implementation of sports injury therapeutic massage
inferred← citeshttps://doi.org/10.23949/kjpe.2023.1.62.1.22openalex-snapshot
주요타자의 자율성지지 유형이 무용 전공 대학생들의 욕구, 동기와 노력에 미치는 영향
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