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Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate
16 references·16 citing·27 second hopsampled
Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate (2007)Impact of teachers’ implicit theories and…Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Intrinsic and Extrinsic Motiv…Self-theories: Their Role in Motivation, Personality, and Development (1999)Self-theories: Their Role in …Self-Efficacy: The Exercise of Control (1999)Self-Efficacy: The Exercise o…Teacher Efficacy: Its Meaning and Measure (1998)Teacher Efficacy: Its Meaning…Self-efficacy: the exercise of control (1997)Self-efficacy: the exercise o…The need to belong: Desire for interpersonal attachments as a fundamental human motivation. (1995)The need to belong: Desire fo…EQS : structural equations program manual (1989)EQS : structural equations pr…Intrinsic Motivation and Self-Determination in Human Behavior (1988)Intrinsic Motivation and Self…A social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Social Foundations of Thought…Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self…Significance tests and goodness of fit in the analysis of covariance structures. (1980)Significance tests and goodne…Self-efficacy: Toward a unifying theory of behavioral change (1978)Self-efficacy: Toward a unify…Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unify…Motivation reconsidered: The concept of competence. (1963)Motivation reconsidered: The …Motivation reconsidered: The concept of competence. (1959)Motivation reconsidered: The …Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement (2021)Linking teacher self-efficacy…Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction (2021)Exploring pre-service teacher…Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers (2020)Toward More Inclusive Educati…“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction (2020)“Does My Teacher Believe I Ca…Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement (2019)Teaching self-efficacy of gra…Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students (2019)Teachers’ belief that math re…Implicit Beliefs about Teaching Ability, Teacher Emotions, and Teaching Satisfaction (2019)Implicit Beliefs about Teachi…Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences (2018)Using Q methodology to invest…Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing (2017)Teachers’ sense of responsibi…Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation. (2016)Teachers’ self-efficacy in re…Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration (2016)Inter- and intra-individual d…General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers (2016)General and domain-specific b…Antecedents of Need Supportive and Controlling Interpersonal Styles From a Self-Determination Theory Perspective: A Review and Implications for Sport Psychology Research (2016)Antecedents of Need Supportiv…Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation (2013)Relations between Teachers’ G…Teachers’ implicit theories of intelligence: influences from different disciplines and scientific theories (2012)Teachers’ implicit theories o…Administrative pressures and teachers' interpersonal behaviour in the classroom (2009)Administrative pressures and …Attachment and Loss (1969)The Evolution of Cooperation (1981)Stress, social support, and the buffering hypothesis. 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(2000)Motivational Beliefs, Values, and Goals (2002)Technology Acceptance Model 3 and a Research Agenda on Interventions (2008)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies (2000)User Acceptance of Information Technology: Toward A Unified View1 (2003)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)From Intentions to Actions: A Theory of Planned Behavior (1985)Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries (1992)The Emerging Field of Emotion Regulation: An Integrative Review (1998)Expectancy–Value Theory of Achievement Motivation (2000)Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)
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References

  • 1999Self-Efficacy: The Exercise of Control46,779 cited
  • 1977Self-efficacy: Toward a unifying theory of behavioral change.43,875 cited
  • 1985Intrinsic Motivation and Self-Determination in Human Behavior26,744 cited
  • 1997Self-efficacy: the exercise of control24,284 cited
  • 1995The need to belong: Desire for interpersonal attachments as a fundamental human motivation.21,991 cited
  • 1985Social Foundations of Thought and Action : A Social Cognitive Theory19,175 cited
  • 1980Significance tests and goodness of fit in the analysis of covariance structures.19,061 cited
  • 2000Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions18,652 cited
  • 1988Intrinsic Motivation and Self-Determination in Human Behavior15,312 cited
  • 1978Self-efficacy: Toward a unifying theory of behavioral change10,580 cited
  • 1989EQS : structural equations program manual9,698 cited
  • 1988A social-cognitive approach to motivation and personality.9,633 cited
  • 1999Self-theories: Their Role in Motivation, Personality, and Development6,308 cited
  • 1959Motivation reconsidered: The concept of competence.5,681 cited
  • 1963Motivation reconsidered: The concept of competence.

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4,792 cited
  • 1998Teacher Efficacy: Its Meaning and Measure4,488 cited
  • Cited by

    • 2016Teachers’ self-efficacy in relation to individual students with a variety of social–emotional behaviors: A multilevel investigation.138 cited
    • 2021Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement136 cited
    • 2019Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students132 cited
    • 2009Administrative pressures and teachers' interpersonal behaviour in the classroom110 cited
    • 2016Inter- and intra-individual differences in teachers' self-efficacy: A multilevel factor exploration99 cited
    • 2017Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing95 cited
    • 2012Teachers’ implicit theories of intelligence: influences from different disciplines and scientific theories88 cited
    • 2019Teaching self-efficacy of graduate student instructors: Exploring faculty motivation, perceptions of autonomy support, and undergraduate student engagement80 cited
    • 2016Antecedents of Need Supportive and Controlling Interpersonal Styles From a Self-Determination Theory Perspective: A Review and Implications for Sport Psychology Research74 cited
    • 2018Using Q methodology to investigate pre-service EFL teachers’ mindsets about teaching competences73 cited
    • 2019Implicit Beliefs about Teaching Ability, Teacher Emotions, and Teaching Satisfaction69 cited
    • 2020“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction68 cited
    • 2020Toward More Inclusive Education: An Empirical Test of the Universal Design for Learning Conceptual Model Among Preservice Teachers66 cited
    • 2013Relations between Teachers’ Goal Orientations, Their Instructional Practices and Students’ Motivation66 cited
    • 2021Exploring pre-service teachers’ beliefs and practices about two inclusive frameworks: Universal Design for Learning and differentiated instruction63 cited
    • 2016General and domain-specific beliefs about intelligence, ability, and effort among preservice and practicing teachers62 cited