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Multilevel Classroom Climate Profiles: Associations with Competence Beliefs, Task Value, Behavioral Engagement, and Academic Achievement

https://doi.org/10.2139/ssrn.4671389
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Outgoing claims: the papers this work cites, builds on, or argues with.

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Schools, Academic Motivation, and Stage‐Environment Fit
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Part I Commentary: So What Is Student Engagement Anyway?
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Situated Expectancy-Value Theory, Dimensions of Engagement, and Academic Outcomes
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Self-Determination Theory
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Motivational teacher strategies: the role of beliefs and contextual factors
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Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis
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Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions
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Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions
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Student-teacher relationship and classroom goal structure profiles: Promoting achievement and preventing externalizing and internalizing behaviors
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Studies on the effects of structure in the context of autonomy-supportive or controlling teacher behavior on students' intrinsic motivation
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Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures
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Conceptualizing and testing a new tripartite measure of coach interpersonal behaviors
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Applying Baumrind's parenting typology to high schools: toward a middle-range theory of authoritative socialization
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The Impact of Performance-Contingent Rewards on Perceived Autonomy and Competence
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Engagement and disaffection in the classroom: Part of a larger motivational dynamic?
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How students create motivationally supportive learning environments for themselves: The concept of agentic engagement.
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Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.
inferredcites →https://doi.org/10.1037/edu0000236openalex-extracted
Students’ idiosyncratic perceptions of teaching quality in mathematics: A result of rater tendency alone or an expression of dyadic effects between students and teachers?
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The tenuous link between classroom perceptions and motivation: A within-person longitudinal study.
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The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.
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A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.
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Style motivationannel des évèves du secondaire: Developpement d'un instrument de mesure et relations avec d'autres variables pédagogiques.
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L'école telle qu'ils la voient: Validation d'une mesure des perceptions du contexte scolaire par les élèves du secondaire.
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Autonomy–Mastery, Supportive or Performance Focused? Different teacher behaviours and pupils' outcomes in physical education
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Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects
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Cognitive load in the classroom: The doubleedgedsword of automaticity
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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
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First-Grade Students' Motivation and Achievement for Reading, Writing, and Spelling
inferredcites →https://doi.org/10.1080/10409289.2011.574267openalex-extracted
Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland
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Modeling Unobserved Heterogeneity Using Latent Profile Analysis: A Monte Carlo Simulation
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Disentangling Shape from Level Effects in Person-Centered Analyses: An Illustration Based on University Teachers’ Multidimensional Profiles of Effectiveness
inferredcites →https://doi.org/10.1080/13540602.2020.1863208openalex-extracted
The contribution of teacher structure, involvement, and autonomy support on student engagement in low-income elementary schools
inferredcites →https://doi.org/10.1080/13803611.2018.1550841openalex-extracted
Teacher expectation effects on need-supportive teaching, student motivation, and engagement: a self-determination perspective
inferredcites →https://doi.org/10.1080/1612197x.2006.9671799openalex-extracted
The effects of teachers’ expectations about students’ motivation on teachers’ autonomy‐supportive and controlling behaviors
inferredcites →https://doi.org/10.1080/17408989.2022.2028757openalex-extracted
Students’ motivational experiences across profiles of perceived need-supportive and need-thwarting teaching behaviors in physical education
inferredcites →https://doi.org/10.1108/s0749-742320190000020004openalex-extracted
Seeking Stability in Stormy Educational Times: A Need-based Perspective on (De)motivating Teaching Grounded in Self-determination Theory
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Supervisors' interpersonal styles: An integrative perspective and a measure based on self‐determination theory
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The gender gap in student engagement: The role of teachers’ autonomy support, structure, and involvement
inferredcites →https://doi.org/10.1111/bjep.12213openalex-extracted
Correlates of students’ internalization and defiance of classroom rules: A self‐determination theory perspective
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Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation
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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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Threats and Supports to Female Students’ Math Beliefs and Achievement
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What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective
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Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature
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Applying Self-Determination Theory to Education: Regulations Types, Psychological Needs, and Autonomy Supporting Behaviors
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Characteristics of Effective Classroom Rules: A Review of the Literature
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Using the Delta Method for Approximate Interval Estimation of Parameter Functions in SEM
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Evidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary Teachers' Coursework: Wherefore Art Thou?
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What do students think about differentiation and within-class achievement grouping?
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The "Situative Nature" of Competence and Value Beliefs and the Predictive Power of Autonomy Support: A Multilevel Investigation of Repeated Observations
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Pygmalion Grows Up: A Model for Teacher Expectation Communication and Performance Influence
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School Engagement: Potential of the Concept, State of the Evidence
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A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes
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Stricter Teacher, More Motivated Students? Comparing the Associations Between Teacher Behaviors and Motivational Beliefs of Western and East Asian Learners
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Conditional Regard in the Classroom: A Double-Edged Sword
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Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students
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Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students
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From Compliance to Responsibility: Social-Emotional Learning and Classroom Management
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Effective Instruction as the Basis for Classroom Management
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