http://orcid.org/0000-0002-2400-7843
Citations (37)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (5)
Palmira Pečiuliauskienė. (2023) Instructional clarity in physics lessons: Students’ motivation and self-confidence. Cogent Education 10:2.
Read now
Read now
Theophilus Francis Gyepi-Garbrah, Alexander Kofi Preko, Juliana Akushika Andoh & George Cudjoe Agbemabiese. (2022) STUDENTS’ CHARACTERISTICS AND ACADEMIC PERFORMANCE OF MARKETING MAJORS: Evidence from Ghana. Marketing Education Review 32:4, pages 342-356.
Read now
Read now
James Noonan. (2022) ‘Regard me’: a case study of learner engagement and the satisfaction of basic needs in continuing professional development. Professional Development in Education 0:0, pages 1-15.
Read now
Read now
Abderrahim Benlahcene, Rosna Awang-Hashim, Amrita Kaur & Wan-Zalina Wan-Din. (2022) Perceived autonomy support and agentic engagement among Malaysian undergraduates: the mediatory role of personal best goals. Journal of Further and Higher Education 46:1, pages 33-45.
Read now
Read now
Ida Fatimawati binti Adi Badiozaman, Hugh Leong & Olivia Jikus. (2020) Investigating student engagement in Malaysian higher education: a self-determination theory approach. Journal of Further and Higher Education 44:10, pages 1364-1378.
Read now
Read now
Articles from other publishers (32)
Ji Yae Bong, Kyunghwa Cho, Zhichun Liu & Dan He. (2023) A dual‐process motivation mediation model to explain female high school students' cognitive engagement and disengagement in emergency remote teaching and online learning in South Korea. British Journal of Educational Technology.
Crossref
Crossref
Ella Anghel, Joshua Littenberg-Tobias & Matthias von Davier. (2023) What I wanted and what I did: Motivation and engagement in a massive open online course. Computers & Education 207, pages 104929.
Crossref
Crossref
Matthew Jones, Jedediah E Blanton & Rachel E Williams. (2022) Science to practice: Does gamification enhance intrinsic motivation?. Active Learning in Higher Education 24:3, pages 273-289.
Crossref
Crossref
Durdica Miletic, Alen Miletic & Slavoljub Uzunovic. (2023) The effects of reciprocal, self–check, and command teaching styles on dance learning. Physical Education of Students 27:5, pages 261-269.
Crossref
Crossref
Eda Cinar, Sophie Chaput‐Langlois, Caroline Fitzpatrick & Gabrielle Garon‐Carrier. (2023) Why children differ in classroom engagement: Insights from a prospective longitudinal cohort of elementary school students. Psychology in the Schools 60:10, pages 4102-4116.
Crossref
Crossref
Xingjiang Shao, Rui Chen, Ya Wang, Peixiang Zheng & Yating Huang. (2023) The Predictive Effect of Teachers’ Emotional Support on Chinese Undergraduate Students’ Online Learning Gains: An Examination of Self-determination Theory. The Asia-Pacific Education Researcher.
Crossref
Crossref
Ryo Okada. (2021)
Effects of Perceived Autonomy Support on Academic Achievement and Motivation Among Higher Education Students: A
Meta‐Analysis
. Japanese Psychological Research 65:3, pages 230-242.
Crossref
Crossref
Karoly Bozan, James Gaskin & Claire Stoner. (2023) Student Engagement in the HyFlex and Online Classrooms: Lessons from the COVID-19 Pandemic. Technology, Knowledge and Learning.
Crossref
Crossref
Wenjuan Li. (2023) On the role of creativity in the application-oriented university students’ engagement and success. Heliyon 9:6, pages e17374.
Crossref
Crossref
Bo Zhang. (2023) The Relationship Between Teacher-Student Rapport and EFL Learners’ Engagement in Online Scaffolding Setting. Journal of Psycholinguistic Research.
Crossref
Crossref
María Pilar García-Rodríguez, Sara Conde-Velez, Manuel Delgado-García & José Carmona Márquez. (2023) Learning environments in compulsory secondary education (ESO): validation of the physical, learning, teaching and motivational scales. Learning Environments Research.
Crossref
Crossref
Hsi-Hsun Yang & Jia-Yu Lin. (2023) Students’ persistence intention in MOOCs in the psychomotor domain: An extended 3P model of the teaching and learning perspective. Frontiers in Psychology 14.
Crossref
Crossref
Fong Peng Chew. (2023) Relationship Between Attitude, Learning Orientation, Motivation, and Proficiency Degree of the Chinese Language Among Trainee Teachers. Acta Linguistica Asiatica 13:1, pages 53-71.
Crossref
Crossref
Milica Tošić-Radev & Ana Pešikan. (2023) Effective teaching in the zone of proximal development of students: The role of emotions. Nastava i vaspitanje 72:1, pages 43-57.
Crossref
Crossref
Marie-Christine Opdenakker. 2023. Effective Teaching Around the World. Effective Teaching Around the World
29
83
.
Shi Jiao & Fang Liang. (2022) Sustainable Development of High School English Learners in China: Motivation and Its Impact on Their English Achievement. Sustainability 14:19, pages 12619.
Crossref
Crossref
Dong Yang, Peng Chen, Huanhuan Wang, Kai Wang & Ronghuai Huang. (2022) Teachers' autonomy support and student engagement: A systematic literature review of longitudinal studies. Frontiers in Psychology 13.
Crossref
Crossref
Qian Zhao & Hang Shang. (2022) Study on the integrated teaching of English education, mental health and students' wellbeing. Frontiers in Psychiatry 13.
Crossref
Crossref
Facundo Froment & Manuel de-Besa Gutiérrez. (2022) The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables. Revista de Psicodidáctica (English ed.) 27:2, pages 149-157.
Crossref
Crossref
Facundo Froment & Manuel de-Besa Gutiérrez. (2022) La predicción de la credibilidad docente sobre la motivación de los estudiantes: el compromiso y la satisfacción académica como variables mediadoras. Revista de Psicodidáctica 27:2, pages 149-157.
Crossref
Crossref
Ali Derakhshan, Dariusz Doliński, Kiyana Zhaleh, Mostafa Janebi Enayat & Jalil Fathi. (2022) A mixed-methods cross-cultural study of teacher care and teacher-student rapport in Iranian and Polish University students’ engagement in pursuing academic goals in an L2 context. System 106, pages 102790.
Crossref
Crossref
Anders Hofverberg, Mikael Winberg, Björn Palmberg, Catarina Andersson & Torulf Palm. (2022) Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics. Frontiers in Psychology 13.
Crossref
Crossref
Abderrahim Benlahcene, Amrita Kaur & Rosna Awang-Hashim. (2020) Basic psychological needs satisfaction and student engagement: the importance of novelty satisfaction. Journal of Applied Research in Higher Education 13:5, pages 1290-1304.
Crossref
Crossref
Brett D. Jones, Kevin Krost & Mia W. Jones. (2021) Relationships Between Students’ Course Perceptions, Effort, and Achievement in an Online Course. Computers and Education Open 2, pages 100051.
Crossref
Crossref
Qiangqiang Ma. (2021) The Role of Teacher Autonomy Support on Students’ Academic Engagement and Resilience. Frontiers in Psychology 12.
Crossref
Crossref
Kunni Han. (2021) Fostering Students' Autonomy and Engagement in EFL Classroom Through Proximal Classroom Factors: Autonomy-Supportive Behaviors and Student-Teacher Relationships. Frontiers in Psychology 12.
Crossref
Crossref
Joy Egbert, Seyed Abdollah Shahrokni, Reima Abobaker & Nataliia Borysenko. (2021) “It's a chance to make mistakes”: Processes and outcomes of coding in 2nd grade classrooms. Computers & Education 168, pages 104173.
Crossref
Crossref
José Eduardo Lozano-Jiménez, Elisa Huéscar & Juan Antonio Moreno-Murcia. (2021) Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students. Sustainability 13:9, pages 5006.
Crossref
Crossref
Marie-Christine Opdenakker. (2021) Need-Supportive and Need-Thwarting Teacher Behavior: Their Importance to Boys’ and Girls’ Academic Engagement and Procrastination Behavior. Frontiers in Psychology 12.
Crossref
Crossref
Fernando Claver, Luis Manuel Martínez-Aranda, Manuel Conejero & Alexander Gil-Arias. (2020) Motivation, Discipline, and Academic Performance in Physical Education: A Holistic Approach From Achievement Goal and Self-Determination Theories. Frontiers in Psychology 11.
Crossref
Crossref
Irene Castañón-Rubio, Pablo Jorge Marcos-Pardo, Francisco Cano Noguera & Juan Antonio Moreno-Murcia. (2020) Effect of the Interpersonal Autonomy-Supportive Teaching Style on the Professional Training of Lifeguards. Sustainability 12:11, pages 4364.
Crossref
Crossref
Richard M. Ryan & Edward L. Deci. (2020) Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology 61, pages 101860.
Crossref
Crossref