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The Journal of Experimental Education Volume 85, 2017 - Issue 3
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Motivation and Social Processes

Student Perceptions of Autonomy-Supportive Instructional Interactions in the Middle Grades

Tanner LeBaron WallaceUniversity of Pittsburgh, Pittsburgh, PA, USACorrespondence[email protected]
&
Hannah C. SungUniversity of Pittsburgh, Pittsburgh, PA, USA
Pages 425-449 | Published online: 25 May 2016

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Pei Pei Liu, David McKinney, Alexandra A. Lee, Jennifer A. Schmidt, Gwen C. Marchand & Lisa Linnenbrink-Garcia. (2023) A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms. Cognition and Instruction 41:2, pages 201-247.
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Kristy A. Robinson. (2023) Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates. Educational Psychologist 58:2, pages 92-110.
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Candace Lapan, Sara E. Rimm-Kaufman & Eileen G. Merritt. (2022) Promoting fourth-grade students’ autonomy, competence, and relatedness through service-learning. Applied Developmental Science 0:0, pages 1-24.
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Articles from other publishers (9)

Kristy A. Robinson, Qiyuan Zheng, Sanheeta Shankar, So Yeon Lee & Ella Christiaans. (2024) Beyond self-report surveys: A comparison of methods for directly observing motivationally supportive teaching practices. Contemporary Educational Psychology 76, pages 102254.
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Erika A. Patall, Amanda Vite, Diane J. Lee & Jeanette Zambrano. (2024) Teacher support for students’ psychological needs and student engagement: Differences across school levels based on a national teacher survey. Teaching and Teacher Education 137, pages 104400.
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Adriana I. Martinez Calvit & Donna Y. Ford. (2023) Engaging diverse learners: lessons learned from a dialogic, technology-enabled social studies curriculum. Journal for Multicultural Education 17:3, pages 343-355.
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Régine Debrosse, Leslie Touré Kapo & Karen Métayer. (2023) The imperative to support Black youths in resisting low and limiting expectations. American Journal of Community Psychology 71:1-2, pages 90-100.
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Elina Renko, Anja Koski-Jännes, Pilvikki Absetz, Taru Lintunen & Nelli Hankonen. (2022) A qualitative study of pre-service teachers’ experienced benefits and concerns of using motivational interaction in practice after a training course. Humanities and Social Sciences Communications 9:1.
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Erika A. Patall, Alana A.U. Kennedy, Nicole Yates, Jeanette Zambrano, Diane Lee & Amanda Vite. (2022) The relations between urban high school science students’ agentic mindset, agentic engagement, and perceived teacher autonomy support and control. Contemporary Educational Psychology 71, pages 102097.
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Inok Ahn, Ming Ming Chiu & Helen Patrick. (2021) Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology 64, pages 101950.
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Tanner LeBaron Wallace, Alyssa K. Parr & Richard J. Correnti. (2019) Assessing Teachers’ Classroom Management Competency: A Case Study of the Classroom Assessment Scoring System–Secondary. Journal of Psychoeducational Assessment 38:4, pages 475-492.
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Runke Huang, Weipeng Yang & Hui Li. (2019) On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens. Teaching and Teacher Education 85, pages 81-91.
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