References
- Bandura, A. 2006. “Toward a Psychology of Human Agency.” Perspectives on Psychological Science 1 (2): 164–180. doi:https://doi.org/10.1111/j.1745-6916.2006.00011.x.
- Benita, M., G. Roth, and E. L. Deci. 2014. “When are Mastery Goals More Adaptive? It Depends on Experiences of Autonomy Support and Autonomy.” Journal of Educational Psychology 106 (1): 258–267. doi:https://doi.org/10.1037/a0034007.
- Benita, M., N. Shane, O. Elgali, and G. Roth. 2017. “The Important Role of the Context in Which Achievement Goals are Adopted: An Experimental Test.” Motivation and Emotion 41 (2): 180–195. doi:https://doi.org/10.1007/s11031-016-9600-8.
- Benlahcene, A., R. Awang-Hashim, and A. Kaur. 2020. “Personal Best Goals: Do They Mediate the Relationship between Teacher Autonomy Support and Student Engagement?” Malaysian Journal of Learning and Instruction 17 (1): 25–49.
- Black, A. E., and E. L. Deci. 2000. “The Effects of Instructors’ Autonomy Support and Students’ Autonomous Motivation on Learning Organic Chemistry: A Self‐determination Theory Perspective.” Science Education 84 (6): 740–756. doi:https://doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3.
- Brislin, R. W. 1986. “The Wording and Translation of Research Instruments.” In Field Methods in Cross-cultural Research, edited by W. Lonner and J. Berry, 137–164. Beverly Hills: Sage.
- Burns, E. C., A. J. Martin, and R. J. Collie. 2018. “Adaptability, Personal Best (PB) Goals Setting, and Gains in Students’ Academic Outcomes: A Longitudinal Examination from A Social Cognitive Perspective.” Contemporary Educational Psychology 53: 57–72. doi:https://doi.org/10.1016/j.cedpsych.2018.02.001.
- Ciani, K. D., K. M. Sheldon, J. C. Hilpert, and M. A. Easter. 2011. “Antecedents and Trajectories of Achievement Goals: A Self‐determination Theory Perspective.” British Journal of Educational Psychology 81 (2): 223–243. doi:https://doi.org/10.1348/000709910X517399.
- Collie, R. J., and A. J. Martin. 2015. “Teachers’ Psychological Needs, Motivation, and Autonomy-support: Impacts on Students’ Growth Goals and Achievement Outcomes.” In Goal Setting and Personal Development: Teachers’ Perspectives, Behavioural Strategies and Impact on Performance, edited by B. Higgins, 1–14. New York: Nova Science Publishers.
- Collie, R. J., A. J. Martin, B. Papworth, and P. Ginns. 2016. “Students’ Interpersonal Relationships, Personal Best (PB) Goals, and Academic Engagement.” Learning and Individual Differences 45: 65–76. doi:https://doi.org/10.1016/j.lindif.2015.12.002.
- Deci, E. L. 1996. “Making Room for Self-regulation: Some Thoughts on the Link between Emotion and Behaviour.” Psychological Inquiry 7 (3): 220–223. doi:https://doi.org/10.1207/s15327965pli0703_3.
- Deci, E. L., and R. M. Ryan. 2000. “The” What” And” Why” of Goal Pursuits: Human Needs and the Self-determination of Behaviour.” Psychological Inquiry 11 (4): 227–268. doi:https://doi.org/10.1207/S15327965PLI1104_01.
- Deci, E. L., and R. M. Ryan. 2008. “Self-determination Theory: A Macrotheory of Human Motivation, Development, and Health.” Canadian psychology/Psychologie Canadienne 49 (3): 182–185. doi:https://doi.org/10.1037/a0012801.
- Diseth, Å., A. G. Danielsen, and O. Samdal. 2012. “A Path Analysis of Basic Need Support, Self-efficacy, Achievement Goals, Life Satisfaction and Academic Achievement Level among Secondary School Students.” Educational Psychology 32 (3): 335–354. doi:https://doi.org/10.1080/01443410.2012.657159.
- Diseth, Å., and O. Samdal. 2014. “Autonomy Support and Achievement Goals as Predictors of Perceived School Performance and Life Satisfaction in the Transition between Lower and Upper Secondary School.” Social Psychology of Education 17 (2): 269–291. doi:https://doi.org/10.1007/s11218-013-9244-4.
- Filak, V. F., and K. M. Sheldon. 2008. “Teacher Support, Student Motivation, Student Need Satisfaction, and College Teacher Course Evaluations: Testing a Sequential Path Model.” Educational Psychology 28 (6): 711–724. doi:https://doi.org/10.1080/01443410802337794.
- Gagné, M. 2003. “The Role of Autonomy Support and Autonomy Orientation in Prosocial Behaviour Engagement.” Motivation and Emotion 27 (3): 199–223. doi:https://doi.org/10.1023/A:1025007614869.
- Hashmi, M., M. Waheed, E. Tamam, E. Steven, and A. M. Ahmad. 2017. “Exploring Perceptions of Goodness among the Malaysian and Chinese University Students: A Focus Group Study.” The Qualitative Report 22 (4): 1076–1090.
- Hu, L. T., and P. M. Bentler. 1999. “Cutoff Criteria for Fit Indexes in Covariance Structure Analysis: Conventional Criteria versus New Alternatives.” Structural Equation Modeling: A Multidisciplinary Journal 6 (1): 1–55. doi:https://doi.org/10.1080/10705519909540118.
- Iyengar, S. S., and S. E. DeVoe. 2003. “Rethinking the Value of Choice: Considering Cultural Mediators of Intrinsic Motivation.” In Nebraska Symposium on Motivation: Vol. 49. Cross‐cultural Differences in Perspectives on the Self, edited by V. Murphy‐Berman and J. J. Berman, 129–174. Lincoln: University of Nebraska Press.
- Jang, H., E. J. Kim, and J. Reeve. 2012. “Longitudinal Test of Self-determination Theory’s Motivation Mediation Model in a Naturally Occurring Classroom Context.” Journal of Educational Psychology 104 (4): 1175–1188. doi:https://doi.org/10.1037/a0028089.
- Jang, H., J. Reeve, and E. L. Deci. 2010. “Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure.” Journal of Educational Psychology 102 (3): 588–600. doi:https://doi.org/10.1037/a0019682.
- Jang, H., J. Reeve, and M. Halusic. 2016. “A New Autonomy-supportive Way of Teaching that Increases Conceptual Learning: Teaching in Students’ Preferred Ways.” The Journal of Experimental Education 84 (4): 686–701. doi:https://doi.org/10.1080/00220973.2015.1083522.
- Jang, H., J. Reeve, R. M. Ryan, and A. Kim. 2009. “Can Self-determination Theory Explain What Underlies the Productive, Satisfying Learning Experiences of Collectivistically Oriented Korean Students?” Journal of Educational Psychology 101 (3): 644–661. doi:https://doi.org/10.1037/a0014241.
- Kaur, A., R. A. Hashim, and M. Noman. 2015. “Teacher Autonomy Support Intervention as A Classroom Practice in A Thai School: A Self-determination Theory Perspective.” Journal for Multicultural Education 9 (1): 10–27. doi:https://doi.org/10.1108/JME-07-2014-0033.
- Kline, R. B. 2011. Principles and Practice of Structural Equation Modeling. 3rd ed. NY: Guilford publications.
- Leech, N. L., K. C. Barrett, and G. A. Morgan. 2005. SPSS for Intermediate Statistics: Use and Interpretation. New Jersey: Psychology Press.
- Li, J., M. Deng, X. Wang, and Y. Tang. 2018. “Teachers’ and Parents’ Autonomy Support and Psychological Control Perceived in Junior-high School: Extending the Dual-process Model of Self-determination Theory.” Learning and Individual Differences 68: 20–29. doi:https://doi.org/10.1016/j.lindif.2018.09.005.
- Little, T. D., P. H. Hawley, C. C. Henrich, and K. W. Marsland. 2002. “Three Views of the Agentic Self. A Developmental Synthesis.” In Handbook of Self-determination Research. Rochester, edited by E. L. Deci and R. M. Ryan, 389–404. NY: University of Rochester Press.
- MacKinnon, D. P., C. M. Lockwood, and J. Williams. 2004. “Confidence Limits for the Indirect Effect: Distribution of the Product and Resampling Methods.” Multivariate Behavioural Research 39 (1): 99–128. doi:https://doi.org/10.1207/s15327906mbr3901_4.
- Mäkitalo, Å. 2016. “On the Notion of Agency in Studies of Interaction and Learning.” Learning, Culture and Social Interaction 10 (10): 64–67. doi:https://doi.org/10.1016/j.lcsi.2016.07.003.
- Mameli, C., L. Molinari, and S. Passini. 2018. “Agency and Responsibility in Adolescent Students: A Challenge for the Societies of Tomorrow.” British Journal of Educational Psychology 89 (1): 41–56. doi:https://doi.org/10.1111/bjep.12215.
- Mameli, C., and S. Passini. 2017. “Development and Validation of an Enlarged Version of the Student Agentic Engagement Scale.” Journal of Psychoeducational Assessment 37 (4): 450–463. doi:https://doi.org/10.1177/0734282918757849.
- Markus, H. R., and S. Kitayama. 2003. “Models of Agency: Sociocultural Diversity in the Construction of Action.” In Cross-cultural Differences in Perspectives on the Self, edited by V. M.-B. J. J. Berman, 18–74. Lincoln, NE, US: University of Nebraska Press.
- Marsh, H. W., K.-T. Hau, and Z. Wen. 2004. “In Search of Golden Rules: Comment on Hypothesis-testing Approaches to Setting Cutoff Values for Fit Indexes and Dangers in Overgeneralizing Hu and Bentler’s (1999) Findings.” Structural Equation Modeling 11 (3): 320–341. doi:https://doi.org/10.1207/s15328007sem1103_2.
- Martin, A. J. 2006. “Personal Bests (Pbs): A Proposed Multidimensional Model and Empirical Analysis.” British Journal of Educational Psychology 76 (4): 803–825. doi:https://doi.org/10.1348/000709905X55389.
- Martin, A. J. 2012. “The Role of Personal Best (PB) Goals in the Achievement and Behavioural Engagement of Students with ADHD and Students without ADHD.” Contemporary Educational Psychology 37 (2): 91–105. doi:https://doi.org/10.1016/j.cedpsych.2012.01.002.
- Martin, A. J., and A. J. Elliot. 2015. “The Role of Personal Best (PB) and Dichotomous Achievement Goals in Students’ Academic Motivation and Engagement: A Longitudinal Investigation.” Educational Psychology 36 (7): 1285–1302. doi:https://doi.org/10.1080/01443410.2015.1093606.
- Martin, A. J., R. J. Collie, M. C. Mok, and D. M. McInerney. 2016. “Personal Best (PB) Goal Structure, Individual PB Goals, Engagement, and Achievement: A Study of Chinese‐and English‐speaking Background Students in Australian Schools.” British Journal of Educational Psychology 86 (1): 75–91. doi:https://doi.org/10.1111/bjep.12092.
- Matos, L., J. Reeve, D. Herrera, and M. Claux. 2018. “Students’ Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-supportive Teaching: The Squeaky Wheel Gets the Grease.” The Journal of Experimental Education 86 (4): 579–596. doi:https://doi.org/10.1080/00220973.2018.1448746.
- Niemiec, C. P., and R. M. Ryan. 2009. “Autonomy, Competence, and Relatedness in the Classroom: Applying Self-determination Theory to Educational Practice.” School Field 7 (2): 133–144.
- Núñez, J. L., and J. León. 2019. “Determinants of Classroom Engagement: A Prospective Test Based on Self-determination Theory.” Teachers and Teaching 25 (2): 147–159. doi:https://doi.org/10.1080/13540602.2018.1542297.
- Reeve, J. 2009. “Why Teachers Adopt a Controlling Motivating Style toward Students and How They Can Become More Autonomy Supportive.” Educational Psychologist 44 (3): 159–175. doi:https://doi.org/10.1080/00461520903028990.
- Reeve, J. 2012. “A Self-determination Theory Perspective on Student Engagement.” In Handbook of Research on Student Engagement, edited by S. L. Christenson, A. L. Reschly, and C. Wylie, 149–172. New York, NY: Springer.
- Reeve, J. 2013. “How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement.” Journal of Educational Psychology 105 (3): 579–595. doi:https://doi.org/10.1037/a0032690.
- Reeve, J., and C.-M. Tseng. 2011. “Agency as a Fourth Aspect of Students’ Engagement during Learning Activities.” Contemporary Educational Psychology 36 (4): 257–267. doi:https://doi.org/10.1016/j.cedpsych.2011.05.002.
- Ryan, R. M., and E. L. Deci. 2000. “Self-determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-being.” American Psychologist 55 (1): 68–78. doi:https://doi.org/10.1037/0003-066X.55.1.68.
- Shogren, K. A., T. D. Little, and M. L. Wehmeyer. 2017. “Human Agentic Theories and the Development of Self-determination.” In Development of Self-Determination through the Life-Course, edited by M. Wehmeyer, K. Shogren, T. Little, and S. Lopez, 17–26. New York: Springer.
- Sinatra, G. M., B. C. Heddy, and D. Lombardi. 2015. “The Challenges of Defining and Measuring Student Engagement in Science.” Educational Psychologist 50 (1): 1–13. doi:https://doi.org/10.1080/00461520.2014.1002924.
- Soenens, B., E. Sierens, M. Vansteenkiste, F. Dochy, and L. Goossens. 2012. “Psychologically Controlling Teaching: Examining Outcomes, Antecedents, and Mediators.” Journal of Educational Psychology 104 (1): 108–120. doi:https://doi.org/10.1037/a0025742.
- Williams, G. C., and E. L. Deci. 1996. “Internalization of Biopsychosocial Values by Medical Students: A Test of Self-determination Theory.” Journal of Personality and Social Psychology 70 (4): 767–779. doi:https://doi.org/10.1037/0022-3514.70.4.767.
- Wisniewski, T., C. White, C. Green, A. F. Elder, S. Sohel, N. E. Perry, and J. D. Shapka. 2018. “Supporting Students through Role Redefinition: A Self-determination Theory Perspective.” Education as Change 22 (1): 1–23. doi:https://doi.org/10.25159/1947-9417/3700.
- Zhang, D., J. Bobis, X. Wu, and Y. Cui. 2020. “The Effects of an Autonomy-Supportive Teaching Intervention on Chinese Physics Students and Their Teacher.” Research in Science Education 50: 645–671.