Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school-Reference-Cited by-同舟云学术

Autonomy support and achievement goals as predictors of perceived school performance and life satisfaction in the transition between lower and upper secondary school

Published:2014-02-12 Issue:2 Volume:17 Page:269-291
ISSN:1381-2890
Container-title:Social Psychology of Education
language:en
Short-container-title:Soc Psychol Educ

Author:

Diseth Åge,Samdal Oddrun

Publisher

Springer Science and Business Media LLC

Subject

Sociology and Political Science,Developmental and Educational Psychology,Social Psychology

Link

http://link.springer.com/content/pdf/10.1007/s11218-013-9244-4.pdf

Reference68 articles.

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3. Barber, B. K., & Olsen, J. A. (2004). Assessing the transitions to middle and high school. Journal of Adolescent Research, 19, 3–30.

4. Barrett, M., & Boggiano, A. K. (1988). Fostering extrinsic orientations: Use of reward strategies to motivate children. Journal of Social and Clinical Psychology, 6, 293–309.

5. 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, 740–756.

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