Participation in school-based co-curricular activities and developmental outcomes: a self-determination theory perspective
Author:
Funder
Ministry of Education - Singapore
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-022-04189-2.pdf
Reference53 articles.
1. Beiswenger, K. L., & Grolnick, W. S. (2010). Interpersonal and intrapersonal factors associated with autonomous motivation in adolescents’ after-school activities. The Journal of Early Adolescence, 30(3), 369–394. https://doi.org/10.1177/0272431609333298
2. Berry, T., & LaVelle, K. B. (2013). Comparing socioemotional outcomes for early adolescents who join after school for internal or external reasons. Journal of Early Adolesence, 33(1), 77–103. https://doi.org/10.1177/0272431612466173
3. Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self– determination theory perspective. Science Education, 84(6), 740–756. https://doi.org/10.1002/1098-237X(200011)84:6%3c740::AID-SCE4%3e3.0.CO;2-3
4. Bohnert, A., Fredricks, J. A., & Randall, E. (2010). Capturing unique dimensions of youth organized activity involvement: Theoretical and methodological considerations. Review of Educational Research, 80(4), 576–610. https://doi.org/10.3102/0034654310364533
5. Busseri, M. A., & Rose-Krasnor, L. (2009). Breadth and intensity: Salient, separable, and developmentally significant dimensions of structured youth activity involvement. British Journal of Developmental Psychology, 27, 907–933. https://doi.org/10.1348/026151008X397017
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