Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.
Abstract
This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers’ various autonomy supporting and thwarting practices and students’ motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were hypothesized to predict autonomous motivation and engagement outcomes, while perceived autonomy thwarting...
Paper Details
Title
Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.
Published Date
Feb 1, 2018
Volume
110
Issue
2
Pages
269 - 288
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Notes
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