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PERCEPTIONS OF MOTIVATIONAL CLIMATE, PERCEIVED COMPETENCE, AND MOTIVATION OF STUDENTS OF VARYING AGE AND SPORT EXPERIENCE
16 references·4 citing·42 second hop
PERCEPTIONS OF MOTIVATIONAL CLIMATE, PERCEIVED COMPETENCE, AND MOTIVATION OF STUDENTS OF VARYING AGE AND SPORT EXPERIENCE (1997)PERCEPTIONS OF MOTIVATIONAL CLIMATE, PERC…Development of a Questionnaire to Measure Achievement Orientations in Physical Education (1994)Development of a Questionnair…Motivation in Sport and Exercise (1993)Motivation in Sport and Exerc…The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Beliefs about Success in Basketball (1992)The Relationship of Perceived…Classrooms: Goals, structures, and student motivation. (1992)Classrooms: Goals, structures…Predicting achievement early and late in the semester: The role of motivation and use of learning strategies. (1990)Predicting achievement early …Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…The competitive ethos and democratic education (1989)The competitive ethos and dem…Student/Teacher Relations and Attitudes toward Mathematics before and after the Transition to Junior High School (1989)Student/Teacher Relations and…Student/Teacher Relations and Attitudes toward Mathematics Before and After the Transition to Junior High School (1989)Student/Teacher Relations and…Relationship between Task and Ego Orientation and the Perceived Purpose of Sport among High School Athletes (1989)Relationship between Task and…Values, valences, and course enrollment: Testing the role of personal values within an expectancy-valence framework. (1988)Values, valences, and course …Goals: An approach to motivation and achievement. (1988)Goals: An approach to motivat…Achievement goals in the classroom: Students' learning strategies and motivation processes. (1988)Achievement goals in the clas…A social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Sex differences in achievement: A test of alternate theories. (1984)Sex differences in achievemen…A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. (1981)A new self-report scale of in…Relationships among motor skill, perceived self-competence, fitness, and physical activity in young adults (2019)Relationships among motor ski…Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory (2011)Motivational Climates, Achiev…Goal orientation and mastery climate: a review of contemporary research and insights to intervention (2006)Goal orientation and mastery …Motivational climate and attitudes towards exercise in Greek senior high school: A year‐long intervention (2001)Motivational climate and atti…The Theory of the Estimation of Test Reliability (1937)Motivation reconsidered: The concept of competence. (1963)The Perceived Competence Scale for Children (1982)The support of autonomy and the control of behavior. (1987)Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation (1997)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Self-efficacy: Toward a unifying theory of behavioral change. (1977)An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. (1978)Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. (1991)Gender and motivation (2006)Math and science motivation: A longitudinal examination of the links between choices and beliefs. (2006)Experimental Design: Procedures for the Behavioral Sciences (2013)Motivational determinants of risk-taking behavior. (1957)Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. (1984)An Attributional Theory of Motivation and Emotion (1986)Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention (2007)Development and Validation of the Short Grit Scale (Grit–S) (2009)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Assessment and Classroom Learning (1998)Motivational Beliefs, Values, and Goals (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)Toward a Theory of Intrinsically Motivating Instruction* (1981)Expectancies, values and academic behaviors (1983)Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies (1986)Tests for comparing elements of a correlation matrix. (1980)Self-efficacy mechanism in human agency. (1982)Motivational processes affecting learning. (1986)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)Identity and the life cycle (1959)Generalized expectancies for internal versus external control of reinforcement. (1966)Learned helplessness in humans: Critique and reformulation. (1978)Perceived Self-Efficacy in Cognitive Development and Functioning (1993)Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. (1996)A hierarchical model of approach and avoidance achievement motivation. (1997)Approach and avoidance motivation and achievement goals (1999)The Relationship of Task and Ego Orientation to Sportsmanship Attitudes and the Perceived Legitimacy of Injurious Acts (1991)Achievement goals in sport: The development and validation of the Perception of Success Questionnaire (1998)Validation of the revised sport motivation scale (SMS-II) (2012)An integrative analysis of intrinsic and extrinsic motivation in sport (1999)Motivation and dropout in female handballers: a 21‐month prospective study (2002)The bright and dark sides of individual and group innovation: a Special Issue introduction (2004)
this work references cited by second hop

References

  • 1988A social-cognitive approach to motivation and personality.9,633 cited
  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 1992Classrooms: Goals, structures, and student motivation.6,461 cited
  • 1988Achievement goals in the classroom: Students' learning strategies and motivation processes.3,562 cited
  • 1988Goals: An approach to motivation and achievement.3,089 cited
  • 1989The competitive ethos and democratic education2,795 cited
  • 1981A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components.1,349 cited
  • 1993Motivation in Sport and Exercise839 cited
  • 1984Sex differences in achievement: A test of alternate theories.802 cited
  • 1989Relationship between Task and Ego Orientation and the Perceived Purpose of Sport among High School Athletes562 cited
  • 1992The Relationship of Perceived Motivational Climate to Intrinsic Motivation and Beliefs about Success in Basketball482 cited
  • 1989Student/Teacher Relations and Attitudes toward Mathematics Before and After the Transition to Junior High School465 cited
  • 1990Predicting achievement early and late in the semester: The role of motivation and use of learning strategies.394 cited
  • 1989Student/Teacher Relations and Attitudes toward Mathematics before and after the Transition to Junior High School

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362 cited
  • 1988Values, valences, and course enrollment: Testing the role of personal values within an expectancy-valence framework.291 cited
  • 1994Development of a Questionnaire to Measure Achievement Orientations in Physical Education257 cited
  • Cited by

    • 2001Motivational climate and attitudes towards exercise in Greek senior high school: A year‐long intervention63 cited
    • 2011Motivational Climates, Achievement Goals, and Physical Education Outcomes: A Longitudinal Test of Achievement Goal Theory59 cited
    • 2006Goal orientation and mastery climate: a review of contemporary research and insights to intervention43 cited
    • 2019Relationships among motor skill, perceived self-competence, fitness, and physical activity in young adults35 cited