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Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction
16 references·6 citing·48 second hop
Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction (2017)Teacher structure as a predictor of stude…Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. (2010)Engaging students in learning…A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy (2010)A Meta-analysis of the Effect…Handbook of Motivation at School (2009)Handbook of Motivation at Sch…Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity (2009)Conceptualization, Measuremen…An effect size primer: A guide for clinicians and researchers. (2009)An effect size primer: A guid…The synergistic relationship of perceived autonomy support and structure in the prediction of self‐regulated learning (2008)The synergistic relationship …Self-determination theory: A macrotheory of human motivation, development, and health. (2008)Self-determination theory: A …Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. (2007)Autonomous, controlled, and a…Improving Schools, Developing Inclusion (2006)Improving Schools, Developing…A motivational model of rural students' intentions to persist in, versus drop out of, high school. (2003)A motivational model of rural…Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve (2002)Changes in Children’s Self-Co…The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The "What" and "Why" of Goal …Talented Teenagers - The Roots of Success and Failure (1994)Talented Teenagers - The Root…Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. (1993)Motivation in the classroom: …Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study (1992)Intrinsic, Extrinsic, and Amo…The structure of academic self-concept: The Marsh/Shavelson model. (1990)The structure of academic sel…The effects of differentiated instruction on teachers’ stress and job satisfaction (2022)The effects of differentiated…Need-supportive teaching is positively associated with students' well-being: A cross-cultural study (2021)Need-supportive teaching is p…Making space for children’s agency with playful learning (2021)Making space for children’s a…Differentiated instruction in L2 teaching: two extensive reading programmes conducted during COVID-19 pandemic (2021)Differentiated instruction in…Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value (2020)Understanding behavioural eng…Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation (2019)Differentiated need support b…Intrinsic Motivation and Self-Determination in Human Behavior (1988)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)Choice and Ego-Depletion: The Moderating Role of Autonomy (2006)Why do people use Facebook? (2011)Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2014)The Psychology of Working Theory. (2016)A NEW MEASURE OF RANK CORRELATION (1938)Distribution Theory for Glass's Estimator of Effect Size and Related Estimators (1981)A power primer. (1992)Marital quality and health: A meta-analytic review. (2013)Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis (2014)The association between adolescent well-being and digital technology use (2019)A Handbook of Child Psychology (1932)Self-Efficacy: The Exercise of Control (1999)Is There a Universal Positivity Bias in Attributions? A Meta-Analytic Review of Individual, Developmental, and Cultural Differences in the Self-Serving Attributional Bias. (2004)Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006)Development of Achievement Motivation (2007)Science and Human Behavior (1953)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Associations Among Perceived Autonomy Support, Forms of Self-Regulation, and Persistence: A Prospective Study (2001)A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. (2003)Motivational profiles from a self-determination perspective: The quality of motivation matters. (2009)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)Mind in Society: The Development of Higher Psychological Processes (1978)Patterns of Attachment: A Psychological Study of the Strange Situation (1978)Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. (2013)Teaching through Interactions (2013)Generic dimensions of teaching quality: the German framework of Three Basic Dimensions (2018)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)School Engagement: Potential of the Concept, State of the Evidence (2004)Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009)A Self-determination Theory Perspective on Student Engagement (2012)Basic psychological need theory: Advancements, critical themes, and future directions (2020)An Attributional Theory of Motivation and Emotion (1986)Motivational and self-regulated learning components of classroom academic performance. (1990)Sense of relatedness as a factor in children's academic engagement and performance. (2003)The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011)The theory of planned behavior (1991)Engagement and disaffection in the classroom: Part of a larger motivational dynamic? (2008)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)Developing inclusive education systems: what are the levers for change? (2005)Developing inclusive education systems: the role of organisational cultures and leadership (2010)Promoting inclusion and equity in education: lessons from international experiences (2020)
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References

  • 2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior34,111 cited
  • 2008Self-determination theory: A macrotheory of human motivation, development, and health.6,655 cited
  • 2009An effect size primer: A guide for clinicians and researchers.3,464 cited
  • 1993Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.3,427 cited
  • 2009Handbook of Motivation at School2,465 cited
  • 2002Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve1,800 cited
  • 2010Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.1,649 cited
  • 2006Improving Schools, Developing Inclusion1,488 cited
  • 2009Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity1,328 cited
  • 1992Intrinsic, Extrinsic, and Amotivational Styles as Predictors of Behavior: A Prospective Study1,114 cited
  • 2010A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy904 cited
  • 1990The structure of academic self-concept: The Marsh/Shavelson model.820 cited
  • 2007Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis.737 cited
  • 2003

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A motivational model of rural students' intentions to persist in, versus drop out of, high school.
668 cited
  • 1994Talented Teenagers - The Roots of Success and Failure635 cited
  • 2008The synergistic relationship of perceived autonomy support and structure in the prediction of self‐regulated learning618 cited
  • Cited by

    • 2022The effects of differentiated instruction on teachers’ stress and job satisfaction74 cited
    • 2019Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation73 cited
    • 2021Need-supportive teaching is positively associated with students' well-being: A cross-cultural study61 cited
    • 2021Making space for children’s agency with playful learning58 cited
    • 2020Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value55 cited
    • 2021Differentiated instruction in L2 teaching: two extensive reading programmes conducted during COVID-19 pandemic33 cited