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Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement
16 references·8 citing·35 second hop
Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement (2016)Longitudinal relations between perceived …Principles and Practice of Structural Equation Modeling (2012)Principles and Practice of St…The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011)The Influence of Affective Te…A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)A Conceptual Framework for As…Testing Mediational Models With Longitudinal Data: Questions and Tips in the Use of Structural Equation Modeling. (2003)Testing Mediational Models Wi…Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance (2002)Evaluating Goodness-of-Fit In…The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The "What" and "Why" of Goal …Handbook of Self-Regulation (2000)Handbook of Self-RegulationAttaining Self-Regulation (2000)Attaining Self-RegulationPrinciples and Practice of Structural Equation Modeling (1998)Principles and Practice of St…Testing Structural Equation Models. (1994)Testing Structural Equation M…Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. (1993)Motivation in the classroom: …Classrooms: Goals, structures, and student motivation. (1992)Classrooms: Goals, structures…Alternative Ways of Assessing Model Fit (1992)Alternative Ways of Assessing…A power primer. (1992)A power primer.A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). (1991)A Manual for the Use of the M…Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement (2024)The role of self-efficacy, mo…Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions (2024)Revisiting the Metacognitive …Professors' Informal Learning in their Workplace: The Case of Nepali University (2024)Professors' Informal Learning…Perceived social support and self-regulated learning: A systematic review and meta-analysis (2023)Perceived social support and …A meta-analytic review of the relationships between autonomy support and positive learning outcomes (2023)A meta-analytic review of the…The Association Between School Discipline and Self-Control From Preschoolers to High School Students: A Three-Level Meta-Analysis (2020)The Association Between Schoo…Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes? (2020)Profiles of teachers’ need-su…Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support (2019)Teachers’ job stressors and c…A Theory of Goal Setting and Task Performance (1991)Self-efficacy: the exercise of control (1997)Self-Efficacy: The Exercise of Control (1999)Becoming a Self-Regulated Learner: An Overview (2002)Motivational Beliefs, Values, and Goals (2002)The Power of Feedback (2007)Structural Model Evaluation and Modification: An Interval Estimation Approach (1990)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. (1998)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)A social-cognitive approach to motivation and personality. (1988)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Assessment and Classroom Learning (1998)School Engagement: Potential of the Concept, State of the Evidence (2004)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)Comparative fit indexes in structural models. (1990)Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance (2007)The standards for educational and psychological testing. (2013)Measurement invariance conventions and reporting: The state of the art and future directions for psychological research (2016)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)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)On Happiness and Human Potentials: A Review of Research on Hedonic and Eudaimonic Well-Being (2001)Self‐determination theory and work motivation (2005)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale (2003)Structural Equation Modelling: Guidelines for Determining Model Fit (2008)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)Efficacy of the Theory of Planned Behaviour: A meta‐analytic review (2001)A model of (often mixed) stereotype content: Competence and warmth respectively follow from perceived status and competition. (2002)Using PLS Path Modeling for Assessing Hierarchical Construct Models: Guidelines and Empirical Illustration1 (2009)POSITIVE PSYCHOLOGICAL CAPITAL: MEASUREMENT AND RELATIONSHIP WITH PERFORMANCE AND SATISFACTION (2007)Assessing measurement model quality in PLS-SEM using confirmatory composite analysis (2019)Job demands, job resources, and their relationship with burnout and engagement: a multi‐sample study (2004)
this work references cited by second hop

References

  • 1992A power primer.42,571 cited
  • 2012Principles and Practice of Structural Equation Modeling38,893 cited
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  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 1992Classrooms: Goals, structures, and student motivation.6,461 cited
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  • 1991A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).

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3,259 cited
  • 2011The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement2,366 cited
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    • 2019Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support95 cited
    • 2020Profiles of teachers’ need-support: How do autonomy support, structure, and involvement cohere and predict motivation and learning outcomes?85 cited
    • 2023A meta-analytic review of the relationships between autonomy support and positive learning outcomes83 cited
    • 2024Revisiting the Metacognitive and Affective Model of Self-Regulated Learning: Origins, Development, and Future Directions82 cited
    • 2020The Association Between School Discipline and Self-Control From Preschoolers to High School Students: A Three-Level Meta-Analysis65 cited
    • 2024The role of self-efficacy, motivation, and perceived support of students' basic psychological needs in academic achievement65 cited
    • 2023Perceived social support and self-regulated learning: A systematic review and meta-analysis39 cited
    • 2024Professors' Informal Learning in their Workplace: The Case of Nepali University1 cited