On the public citation graph
Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation
0 signed · 128 inferred · view as graph
Inferred edges come from two machine sources: sweeps of open repository metadata (mostly SSRN and Zenodo), and a bulk OpenAlex citation snapshot. Every row below is labelled with the one it came from. Neither is a complete citation index — absence here is not evidence of absence.
Is this your work? Sign in with ORCID and put your name on the
claims that are yours.
Reference health. See whether every reference in this work resolves to a
known work and none has been retracted — and get a dated CiteStamped
badge you can embed.
What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/job.322openalex-snapshot
Self‐determination theory and work motivation
inferredcites →https://doi.org/10.1006/ceps.1999.1020openalex-snapshot
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions
inferredcites →https://doi.org/10.1007/978-1-4899-2271-7openalex-snapshot
Intrinsic Motivation and Self-Determination in Human Behavior
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/s10919-005-2744-yopenalex-snapshot
Guessing Teachers’ Differential Treatment Of High- And Low-Achievers From Thin Slices Of Their Public Lecturing Behavior
inferredcites →https://doi.org/10.1007/s10964-005-8948-yopenalex-snapshot
Antecedents and Outcomes of Self-Determination in 3 Life Domains: The Role of Parents' and Teachers' Autonomy Support
inferredcites →https://doi.org/10.1007/s10984-015-9189-yopenalex-snapshot
Motivational teacher strategies: the role of beliefs and contextual factors
inferredcites →https://doi.org/10.1007/s11031-009-9123-7openalex-snapshot
Use of an analogue method to examine children’s appraisals of threat and emotion in response to stressful events
inferredcites →https://doi.org/10.1007/s11251-008-9070-9openalex-snapshot
Teacher and student intrinsic motivation in project-based learning
inferredcites →https://doi.org/10.1016/j.cedpsych.2008.12.001openalex-snapshot
Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling
inferredcites →https://doi.org/10.1016/j.edurev.2012.11.003openalex-snapshot
Effects of need supportive teaching on early adolescents’ motivation and engagement: A review of the literature
inferredcites →https://doi.org/10.1016/j.jsp.2010.02.002openalex-snapshot
Perceived support provided by teachers and classmates and students' self-reported academic initiative
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.2012.04.002openalex-snapshot
Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior
inferredcites →https://doi.org/10.1016/j.learninstruc.2015.09.001openalex-snapshot
Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis
inferredcites →https://doi.org/10.1016/j.lindif.2012.09.004openalex-snapshot
Developments in motivation and achievement during primary school: A longitudinal study on group-specific differences
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/10.1016/j.tate.2014.09.006openalex-snapshot
Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion
inferredcites →https://doi.org/10.1016/s0065-2601(08)60240-3openalex-snapshot
Social Perception, Social Stereotypes, and Teacher Expectations: Accuracy and the Quest for the Powerful Self-Fulfilling Prophecy
inferredcites →https://doi.org/10.1023/b:moem.0000032312.95499.6fopenalex-snapshot
Enhancing Students' Engagement by Increasing Teachers' Autonomy Support
inferredcites →https://doi.org/10.1027/1614-2241.1.3.85openalex-snapshot
Sufficient Sample Sizes for Multilevel Modeling
inferredcites →https://doi.org/10.1037//0022-3514.52.5.890openalex-snapshot
Autonomy in children's learning: An experimental and individual difference investigation.
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/10.1037/0021-9010.88.5.879openalex-snapshot
Common method biases in behavioral research: A critical review of the literature and recommended remedies.
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/10.1037/0022-0663.96.1.68openalex-snapshot
Autonomy and Competence in German and American University Students: A Comparative Study Based on Self-Determination Theory.
inferredcites →https://doi.org/10.1037/0022-0663.99.4.747openalex-snapshot
Teacher motivational strategies and student self-determination in physical education.
inferredcites →https://doi.org/10.1037/0022-3514.52.5.890openalex-snapshot
Autonomy in children's learning: An experimental and individual difference investigation.
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/10.1037/0033-2909.97.3.363openalex-snapshot
Mediation of interpersonal expectancy effects: 31 meta-analyses.
inferredcites →https://doi.org/10.1037/a0012758openalex-snapshot
Optimal learning in optimal contexts: The role of self-determination in education.
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/a0012841openalex-snapshot
Supporting students' motivation, engagement, and learning during an uninteresting activity.
inferredcites →https://doi.org/10.1037/a0015083openalex-snapshot
Motivational profiles from a self-determination perspective: The quality of motivation matters.
inferredcites →https://doi.org/10.1037/a0019682openalex-snapshot
Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.
inferredcites →https://doi.org/10.1037/a0020141openalex-snapshot
A general multilevel SEM framework for assessing multilevel mediation.
inferredcites →https://doi.org/10.1037/a0033805openalex-snapshot
Manifest variable path analysis: Potentially serious and misleading consequences due to uncorrected measurement error.
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/10.1080/00273171.2016.1167008openalex-snapshot
Modeling Clustered Data with Very Few Clusters
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/10.1080/09243453.2011.619198openalex-snapshot
Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage
inferredcites →https://doi.org/10.1080/10705519909540118openalex-snapshot
Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives
inferredcites →https://doi.org/10.1080/13803611.2018.1550841openalex-snapshot
Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective
inferredcites →https://doi.org/10.1108/978-1-60752-951-4openalex-snapshot
Research on Sociocultural Influences on Motivation and Learning
inferredcites →https://doi.org/10.1111/bjep.12095openalex-snapshot
The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement
inferredcites →https://doi.org/10.1111/bjep.12146openalex-snapshot
Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction
inferredcites →https://doi.org/10.1111/j.1467-8624.2005.00858.xopenalex-snapshot
Examining the Motivational Impact of Intrinsic Versus Extrinsic Goal Framing and Autonomy-Supportive Versus Internally Controlling Communication Style on Early Adolescents' Academic Achievement
inferredcites →https://doi.org/10.1207/s15326985ep4101_4openalex-snapshot
Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation
inferredcites →https://doi.org/10.1207/s15327957pspr0902_3openalex-snapshot
Teacher Expectations and Self-Fulfilling Prophecies: Knowns and Unknowns, Resolved and Unresolved Controversies
inferredcites →https://doi.org/10.1207/s15327965pli1104_01openalex-snapshot
The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior
inferredcites →https://doi.org/10.1348/000709906x148150openalex-snapshot
Future goal setting, task motivation and learning of minority and non‐minority students in Dutch schools
inferredcites →https://doi.org/10.1348/000709908x304398openalex-snapshot
The synergistic relationship of perceived autonomy support and structure in the prediction of self‐regulated learning
inferredcites →https://doi.org/10.25656/01:4685openalex-snapshot
The role of intrinsic motivation for teaching, teachers' care and autonomy support in students' self-determined motivation
inferredcites →https://doi.org/10.4135/9781849209366openalex-snapshot
Introducing Multilevel Modeling
inferredcites →https://doi.org/10.5209/rev_sjop.2012.v15.n1.37284openalex-snapshot
Differences between Immigrant and National Students in Motivational Variables and Classroom-Motivational-Climate Perception
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/nop2.1828openalex-snapshot
Evaluating satisfaction with teaching innovation, its relationship to academic performance and the application of a video‐based microlearning
inferred← citeshttps://doi.org/10.1002/rev3.70082openalex-snapshot
Student voice in educational change: Approaches to enhancing motivation within the classroom
inferred← citeshttps://doi.org/10.1002/rrq.70015openalex-snapshot
Teachers' Autonomy Support in Reading: A Multilevel Latent Profile Analysis Approach
inferred← citeshttps://doi.org/10.1007/978-981-99-2107-2_1openalex-snapshot
A Self-Determination Theory Perspective on Online Lessons
inferred← citeshttps://doi.org/10.1007/s10212-021-00543-3openalex-snapshot
Patterns of motivating teaching behaviour and student engagement: a microanalytic approach
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/s10212-025-00974-2openalex-snapshot
Teacher expectations: associations with need supportive teaching and students’ need satisfaction
inferred← citeshttps://doi.org/10.1007/s10212-025-01039-0openalex-snapshot
The motivational role of teachers: A systematic review of key factors influencing students' academic motivation
inferred← citeshttps://doi.org/10.1007/s10639-021-10580-6openalex-snapshot
The configurational effects of task-technology fit, technology-induced engagement and motivation on learning performance during Covid-19 pandemic: An fsQCA approach
inferred← citeshttps://doi.org/10.1007/s10648-023-09788-4openalex-snapshot
Teacher Expectations and Self-Determination Theory: Considering Convergence and Divergence of Theories
inferred← citeshttps://doi.org/10.1007/s10648-023-09795-5openalex-snapshot
Stimulating Elementary School Students’ Self-Regulated Learning Through High-Quality Interactions and Relationships: A Narrative Review
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/s10648-025-09994-2openalex-snapshot
Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis
inferred← citeshttps://doi.org/10.1007/s10803-025-06723-0openalex-snapshot
Teacher-Student Interactions of Autistic Adolescents: Relationships between Teacher Autonomy Support, Structure, Involvement and Student Engagement
inferred← citeshttps://doi.org/10.1007/s10964-023-01936-xopenalex-snapshot
Facilitating Youth’s Curiosity in Learning: Needs-based Ecological Examinations
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
inferred← citeshttps://doi.org/10.1007/s11218-025-10045-5openalex-snapshot
What students need from their teacher: Need satisfaction as mediator of the association between perceived cognitive adaptive support, and student outcomes
inferred← citeshttps://doi.org/10.1007/s11218-026-10183-4openalex-snapshot
Effects of teacher behavior in the teacher–student dyad on the student’s integration into the class’ cooperation peer network
inferred← citeshttps://doi.org/10.1007/s11423-024-10383-9openalex-snapshot
Contribution of self-determining theory to K–12 students’ online learning engagements: research on the relationship among teacher support dimensions, students’ basic psychological needs satisfaction, and online learning engagements
inferred← citeshttps://doi.org/10.1007/s12144-023-04687-xopenalex-snapshot
Nature, implications and determinants of academic motivation profiles among upper elementary and secondary students
inferred← citeshttps://doi.org/10.1007/s40299-024-00827-4openalex-snapshot
“Who Just Pushed My Metaphoric Button”? An Examination of Student-Related Factors Influencing Teachers’ Motivating Styles
inferred← citeshttps://doi.org/10.1007/s42278-023-00173-2openalex-snapshot
Die Bedeutung von Unterrichtsgestaltung und Bedürfniserfüllung für das fachbezogene Interesse von Grundschülerinnen und Grundschülern
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2021.101950openalex-snapshot
Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2022.102059openalex-snapshot
Can I teach this student?: A multilevel analysis of the links between teachers’ perceived effectiveness, interest-supportive teaching, and student interest in math and reading
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2023.102235openalex-snapshot
A meta-analytic review of the relationships between autonomy support and positive learning outcomes
inferred← citeshttps://doi.org/10.1016/j.ijer.2019.08.018openalex-snapshot
Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2023.101873openalex-snapshot
A Bayesian approach to students’ perceptions of teachers’ autonomy support
inferred← citeshttps://doi.org/10.1016/j.lindif.2020.101871openalex-snapshot
Motivating gifted and non-gifted students in regular primary schools: A self-determination perspective
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102631openalex-snapshot
Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102663openalex-snapshot
How teacher agency adapted to child competencies and teacher communion relate to student needs fulfillment and motivation
inferred← citeshttps://doi.org/10.1016/j.lindif.2026.102918openalex-snapshot
Perceived motivational support in elementary school: Perceptual agreement and its associations with academic outcomes
inferred← citeshttps://doi.org/10.1016/j.lmot.2022.101819openalex-snapshot
Basic psychological needs in the classroom: A literature review in elementary and middle school students
inferred← citeshttps://doi.org/10.1016/j.lmot.2024.102016openalex-snapshot
How the level of student research autonomy in higher education affects learning efficiency by shaping motivation: A case of instructional disconformity
inferred← citeshttps://doi.org/10.1016/j.ssaho.2025.102027openalex-snapshot
The moderating role of teachers’ socio-emotional competence on the relationship between academic engagement and autonomous motivation: Evidence from secondary schools
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103257openalex-snapshot
Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?
inferred← citeshttps://doi.org/10.1016/j.tsc.2025.102029openalex-snapshot
Teachers' emotional support matters for adolescents' creative self-efficacy and performance: An ecological comparison between China and Finland
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/10.1080/01443410.2025.2529996openalex-snapshot
Associations between parents’ and teachers’ autonomy support and the bifactor model of academic motivation: a short-term cross-lagged analysis
inferred← citeshttps://doi.org/10.1080/08856257.2022.2159279openalex-snapshot
Changes in need-supportive teaching over the course of one school year: differences between students with special educational needs and typically developing students
inferred← citeshttps://doi.org/10.1080/09243453.2026.2643232openalex-snapshot
Teacher Expectations and their Need Support and Thwarting: An SDT Perspective on Ethnic and Socioeconomic Inequality in Education
inferred← citeshttps://doi.org/10.1080/10872981.2023.2178873openalex-snapshot
Applying motivational framework in medical education: a self-determination theory perspectives
inferred← citeshttps://doi.org/10.1080/13803611.2018.1550841openalex-snapshot
Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective
inferred← citeshttps://doi.org/10.1111/bjep.70071openalex-snapshot
Seeking effective school and family supports for adolescents' curiosity in learning: A cross‐country comparison among China, the USA and Finland
inferred← citeshttps://doi.org/10.1111/bjep.70104openalex-snapshot
How teacher behaviour in student‐teacher dyads relates to boys' and girls' mathematics anxiety. An investigation of interpersonal profiles
inferred← citeshttps://doi.org/10.1111/jcal.70044openalex-snapshot
Peer Interactions During Computer‐Supported Collaborative Learning: A Self‐Determination Perspective
inferred← citeshttps://doi.org/10.11144/javeriana.upsy24.tashopenalex-snapshot
Teachers’ Autonomy Support and Homework Effort: Moderated mediation of psychological control and autonomous motivation
inferred← citeshttps://doi.org/10.1177/14788047231225376openalex-snapshot
Critical-democratic citizenship in Dutch tertiary vocational education: Analyzing opportunities for growth
inferred← citeshttps://doi.org/10.1177/1932202x251320474openalex-snapshot
The Academic Benefits of Social Connections: Relatedness, Competence Needs Satisfaction, and Science Engagement among Hong Kong Gifted Children
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/10.1177/21582440241248354openalex-snapshot
Locating Motivation for English as a Foreign Language Over Time: The Influence of School Location and Type
inferred← citeshttps://doi.org/10.1177/23328584261466670openalex-snapshot
Teaching Anxiety in Mathematics: Associations with Teacher Agency and Communion in Teacher-Student Dyads
inferred← citeshttps://doi.org/10.1186/s40359-025-02412-wopenalex-snapshot
Perceived teacher support and student engagement among higher education students – a systematic literature review
inferred← citeshttps://doi.org/10.1371/journal.pone.0314088openalex-snapshot
Cognitive load as a mediator in self-efficacy and English learning motivation among vocational college students
inferred← citeshttps://doi.org/10.21203/rs.3.rs-115592/v1openalex-snapshot
Comparison of Rain Classroom Teaching and Traditional Teaching Methods in Teaching Undergraduate Nursing Students of Stomatology
inferred← citeshttps://doi.org/10.21203/rs.3.rs-115592/v2openalex-snapshot
Comparison of rain classroom teaching and traditional teaching methods in teaching undergraduate nursing students of stomatology
inferred← citeshttps://doi.org/10.26803/ijlter.21.7.14openalex-snapshot
Chinese College Students' Perceived Teacher Autonomy Support and Engagement: A Moderated Mediation Model
inferred← citeshttps://doi.org/10.29333/pr/14423openalex-snapshot
Developing and strengthening learning motivation: Evidence from a project for primary education in Greece
inferred← citeshttps://doi.org/10.29378/plurais.v9iesp.1.19405openalex-snapshot
Necessidades psicológicas básicas
inferred← citeshttps://doi.org/10.30707/etd2022.20221020070314422393.999967openalex-snapshot
Discussion Boards in the Online Classroom: Are They Actually Influencing Instructor Mediated Immediacy, Student Motivation, Student Affective Learning, Student Connectedness, and Online Learning Climate?
inferred← citeshttps://doi.org/10.31124/advance.17105573openalex-snapshot
Group Self-Evalulation Primes for Autonomous Motivation in Collaborative Learning
inferred← citeshttps://doi.org/10.31124/advance.17105573.v1openalex-snapshot
Group Self-Evalulation Primes for Autonomous Motivation in Collaborative Learning
inferred← citeshttps://doi.org/10.32604/ijmhp.2024.056988openalex-snapshot
How Autonomy Support Environment Influences Student Online Game Addiction: The Mediating Roles of Academic Motivation and Academic Perseverance
inferred← citeshttps://doi.org/10.32744/pse.2023.4.3openalex-snapshot
Interactive didactic support for students in a digital learning environment
inferred← citeshttps://doi.org/10.32903/zs.70.1.2openalex-snapshot
Važnost temeljnih psiholoških potreba nastavnika i njihove samoefikasnosti kao odrednica nastavničkih (de)motivirajućih stilova
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1642504openalex-snapshot
Beyond socioeconomic status: the cross-cultural interplay of perceived teacher social support in reading literacy
inferred← citeshttps://doi.org/10.3390/educsci11110705openalex-snapshot
Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement
inferred← citeshttps://doi.org/10.3390/su16229942openalex-snapshot
Key Factors Influencing Design Learners’ Behavioral Intention in Human-AI Collaboration Within the Educational Metaverse
inferred← citeshttps://doi.org/10.35452/caless.1137081openalex-snapshot
MEDIA EDUCATION TECHNIQUES IN TEACHING ENGLISH
inferred← citeshttps://doi.org/10.46328/ijres.3343openalex-snapshot
Effects of Students’ Autonomy Support on their Self-Regulated Learning Strategies: Three Field Experiments in Secondary Education
inferred← citeshttps://doi.org/10.5296/ire.v10i2.20602openalex-snapshot
Students Motivation and Parental Support on Modular Learning
inferred← citeshttps://doi.org/10.58433/opdd.1960161openalex-snapshot
Öğretmen Davranışlarıyla ilgili yapılmış en çok atıf alan klasik çalışmaların ve SSCI dergilerinde yayınlanan çalışmaların incelenmesi
Editorial review for independent work. ICSAC — the Institute for Complexity
Science and Advanced Computing — runs a structured editorial panel for researchers
publishing outside journals, and publishes on CiteStamp rails. Submission is free
and goes through ORCID: icsacinstitute.org/submit.