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Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Student engagement with school: Critical conceptual and methodological issues of the construct
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INTRINSIC MOTIVATION, LEARNING GOALS, ENGAGEMENT, AND ACHIEVEMENT IN A DIVERSE HIGH SCHOOL
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Expectancy–Value Theory of Achievement Motivation
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Trends and Prospects in Motivation Research
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Longitudinal Structural Equation Modeling
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A 32-Year Longitudinal Study of Child and Adolescent Pathways to Well-Being in Adulthood
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Life Satisfaction and Student Engagement in Adolescents
inferredcites →https://doi.org/10.1007/s10964-018-0952-0openalex-snapshot
Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks
inferredcites →https://doi.org/10.1007/s10984-006-9015-7openalex-snapshot
Who is the expert? Construct and criteria validity of student and teacher ratings of instruction
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Student autonomy and course value: The unique and cumulative roles of various teacher practices
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Motivated learning with digital learning tasks: what about autonomy and structure?
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.adolescence.2012.02.016openalex-snapshot
Academic motivation, self‐concept, engagement, and performance in high school: Key processes from a longitudinal perspective
inferredcites →https://doi.org/10.1016/j.cedpsych.2004.01.006openalex-snapshot
Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation
inferredcites →https://doi.org/10.1016/j.cedpsych.2007.08.001openalex-snapshot
The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome
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.cedpsych.2009.03.001openalex-snapshot
Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective
inferredcites →https://doi.org/10.1016/j.cedpsych.2011.05.002openalex-snapshot
Agency as a fourth aspect of students’ engagement during learning activities
inferredcites →https://doi.org/10.1016/j.cedpsych.2013.03.004openalex-snapshot
Gender stereotype endorsement and achievement-related outcomes: The role of competence beliefs and task values
inferredcites →https://doi.org/10.1016/j.cedpsych.2013.07.005openalex-snapshot
The number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?
inferredcites →https://doi.org/10.1016/j.ijer.2016.02.007openalex-snapshot
Multidimensionality of behavioural engagement: Empirical support and implications
inferredcites →https://doi.org/10.1016/j.jsp.2003.11.004openalex-snapshot
Classroom environment influences on aggression, peer relations, and academic focus
inferredcites →https://doi.org/10.1016/j.jsp.2014.12.005openalex-snapshot
Profiles of classroom behavior in high schools: Associations with teacher behavior management strategies and classroom composition
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.2013.04.002openalex-snapshot
School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective
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.2015.11.014openalex-snapshot
Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French
inferredcites →https://doi.org/10.1016/j.lindif.2015.11.024openalex-snapshot
Utility of reading — Predictor of reading achievement?
inferredcites →https://doi.org/10.1016/j.lindif.2017.01.017openalex-snapshot
The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students
inferredcites →https://doi.org/10.1023/b:moem.0000032312.95499.6fopenalex-snapshot
Enhancing Students' Engagement by Increasing Teachers' Autonomy Support
inferredcites →https://doi.org/10.1037/0022-0663.85.4.571openalex-snapshot
Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.
inferredcites →https://doi.org/10.1037/a0012840openalex-snapshot
Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
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/a0019816openalex-snapshot
Transactional analysis of the reciprocal links between peer experiences and academic achievement from middle childhood to early adolescence.
inferredcites →https://doi.org/10.1037/a0022070openalex-snapshot
Exploring processes linking shyness and academic achievement in childhood.
inferredcites →https://doi.org/10.1037/dev0000209openalex-snapshot
Reading self-perceived ability, enjoyment and achievement: A genetically informative study of their reciprocal links over time.
inferredcites →https://doi.org/10.1037/edu0000075openalex-snapshot
Student and teacher ratings of instructional quality: Consistency of ratings over time, agreement, and predictive power.
inferredcites →https://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.
inferredcites →https://doi.org/10.1080/00220671.2016.1220359openalex-snapshot
Understanding student behavioral engagement: Importance of student interaction with peers and teachers
inferredcites →https://doi.org/10.1080/00273171.2013.775060openalex-snapshot
Synergistic Effects of Expectancy and Value on Homework Engagement: The Case for a Within-Person Perspective
inferredcites →https://doi.org/10.1080/00461520.2012.670488openalex-snapshot
Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects
inferredcites →https://doi.org/10.1080/00461520.2014.1002924openalex-snapshot
The Challenges of Defining and Measuring Student Engagement in Science
inferredcites →https://doi.org/10.1080/00461520.2015.1004069openalex-snapshot
Defining and Measuring Engagement and Learning in Science: Conceptual, Theoretical, Methodological, and Analytical Issues
inferredcites →https://doi.org/10.1080/01443410.2013.785384openalex-snapshot
The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness
inferredcites →https://doi.org/10.1080/01443410.2013.822964openalex-snapshot
Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement
inferredcites →https://doi.org/10.1080/01443410.2017.1402863openalex-snapshot
Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation
inferredcites →https://doi.org/10.1080/02702710601186464openalex-snapshot
First-Grade Students' Motivation and Achievement for Reading, Writing, and Spelling
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.1540-4560.2008.00546.xopenalex-snapshot
School Engagement Trajectories and Their Differential Predictive Relations to Dropout
inferredcites →https://doi.org/10.1111/j.1745-6924.2008.00089.xopenalex-snapshot
Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance
inferredcites →https://doi.org/10.1146/annurev.psych.52.1.1openalex-snapshot
Social Cognitive Theory: An Agentic Perspective
inferredcites →https://doi.org/10.1176/appi.psychotherapy.1984.38.3.459aopenalex-snapshot
Achievement and Achievement Motives: Psychological and Sociological Approaches
inferredcites →https://doi.org/10.1177/0013164408323233openalex-snapshot
A Motivational Perspective on Engagement and Disaffection
inferredcites →https://doi.org/10.1177/0014402916660089openalex-snapshot
Mediating Role of Self-Determination Constructs in Explaining the Relationship Between School Factors and Postschool Outcomes
inferredcites →https://doi.org/10.1177/0146167295213003openalex-snapshot
In the Mind of the Actor: The Structure of Adolescents' Achievement Task Values and Expectancy-Related Beliefs
inferredcites →https://doi.org/10.1177/0193841x0102500504openalex-snapshot
Do Participation Rates Change when Active Consent Procedures Replace Passive Consent
inferredcites →https://doi.org/10.1207/s15326985ep3902_3openalex-snapshot
The Relation Between Self-Beliefs and Academic Achievement: A Meta-Analytic Review
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/10.1348/000709908x304398openalex-snapshot
The synergistic relationship of perceived autonomy support and structure in the prediction of self‐regulated learning
inferredcites →https://doi.org/10.1348/014466607x238797openalex-snapshot
Manipulating autonomy, competence, and relatedness support in a game‐learning context: New evidence that all three needs matter
inferredcites →https://doi.org/10.3102/00346543074001059openalex-snapshot
School Engagement: Potential of the Concept, State of the Evidence
inferredcites →https://doi.org/10.4324/9780203879498openalex-snapshot
Handbook of Motivation at School
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Multilevel Classroom Climate Profiles: Associations with Competence Beliefs, Task Value, Behavioral Engagement, and Academic Achievement
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Differential Associations of Initial Levels and Growth in Problem Behaviors With Learning Motivation and Engagement Across the Primary‐to‐Secondary School Transition
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What Matters Most? Toward a Robust and Socially Just Science of Reading
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Towards a Model of Self-regulated e-learning and Personalization of Resources
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Autonomy-Supportive Teaching on Teacher Social-Emotional Competencies
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The role of motivational beliefs in the self-regulated learning of mathematics: the reconceptualization of the expectancy-value framework
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Blending Teacher Autonomy Support and Provision of Structure in the Classroom for Optimal Motivation: A Systematic Review and Meta-Analysis
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Exploring the Dynamic Interplay Between Intrinsic Value, Perceived Costs, and Language Achievement: A Cross-Lagged Panel Analysis
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Predictors and outcomes of behavioral engagement in the context of text comprehension: when quantity means quality
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Enhancing students’ beliefs regarding programming self-efficacy and intrinsic value of an online distributed Programming Environment
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Pathways to Happiness and Resilience Among University Students: Understanding the Role of Belongingness and Academic Engagement
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A meta-analytic review of the relationships between autonomy support and positive learning outcomes
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A situated expectancy-value theoretical perspective of teaching presence and student engagement in blended learning environments
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Relationship between negative teacher behaviors and student engagement: Evidence from India
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Predictors and outcomes of nursing students' engagement trajectories at the beginning of their program
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Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions
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Beyond academics: Links from teaching practices in Swedish schools to students’ achievements and mental health complaints
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Multilevel student-perceived teaching practices profiles: Associations with competence beliefs, task value, behavioral engagement, and academic achievement
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Conceptualisation of students’ school-related wellbeing: students’ and teachers’ perspectives
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Enhancing student motivation in Turkish lessons through creative drama: An action research
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Supporting students’ engagement with teachers’ feedback: the role of students’ school identification
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The interplay between autonomy support and structure in the prediction of challenge-seeking, novelty avoidance, and procrastination
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Relationships among perception of teacher autonomy support, achievement motivations, intellectual risk-taking, and science academic performance: a serial mediation model
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Instructional Beliefs Model Meets Task Value: What Role Do Instructor Behaviors and Student Perceptions Play?
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