Empirical testing of an alternative modeling of the self-determination continuum
Author:
Funder
Fonds de Recherche du Québec-Société et Culture
Publisher
Springer Science and Business Media LLC
Subject
Experimental and Cognitive Psychology,Social Psychology
Link
https://link.springer.com/content/pdf/10.1007/s11031-022-09976-9.pdf
Reference50 articles.
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2. Bureau, J. S., Gareau, A., Guay, F., & Mageau, G. A. (2022). Investigating how autonomy‐supportive teaching moderates the relation between student honesty and premeditated cheating. British Journal of Educational Psychology, 92, 175–193. https://doi.org/10.1111/bjep.12444
3. Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2021). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 003465432110424. https://doi.org/10.3102/00346543211042426
4. Burns, G. L., Geiser, C., Servera, M., Becker, S. P., & Beauchaine, T. P. (2019). Application of the Bifactor S – 1 Model to Multisource Ratings of ADHD/ODD Symptoms: an Appropriate Bifactor Model for Symptom Ratings. Journal of Abnormal Child Psychology 2019, 48:7(7), 881–894. https://doi.org/10.1007/S10802-019-00608-4. 48
5. Carballeira, Y., Dumont, P., Borgacci, S., Rentsch, D., de Tonnac, N., Archinard, M., & Andreoli, A. (2007). Criterion validity of the French version of Patient Health Questionnaire (PHQ) in a hospital department of internal medicine. Psychology and Psychotherapy: Theory Research and Practice, 80(1), 69–77. https://doi.org/10.1348/147608306X103641
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