Perceived need-supportive leadership, perceived need-supportive teaching, and student engagement: A self-determination perspective
Author:
Publisher
Springer Science and Business Media LLC
Subject
Sociology and Political Science,Developmental and Educational Psychology,Social Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s11218-023-09790-2.pdf
Reference128 articles.
1. Abós, Á., Haerens, L., Sevil, J., Aelterman, N., & García-González, L. (2018). Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teaching Teacher Education, 74, 21–34. https://doi.org/10.1016/j.tate.2018.04.010
2. Adams, C. M. (2021). Principal-teacher conversation as a pathway to a need-supportive instructional climate. Leadership and Policy in Schools. https://doi.org/10.1080/15700763.2021.1933061
3. Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J. J., & Reeve, J. (2019). Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497–521. https://doi.org/10.1037/edu0000293
4. Ahn, I., Patrick, H., Chiu, M. M., & Levesque-Bristol, C. (2019). Measuring teacher practices that support student motivation: Examining the factor structure of the teacher as social context questionnaire using multilevel factor analyses. Journal of Psychoeducational Assessment, 37(6), 743–756. https://doi.org/10.1177/0734282918791655
5. Ahn, I., Chiu, M. M., & Patrick, H. (2021). Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64, 101950. https://doi.org/10.1016/j.cedpsych.2021.101950
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