Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator

Effects of perceived autonomy support from social agents on motivation and engagement of Chinese primary school students: Psychological need satisfaction as mediator

© 2019 Elsevier Inc. Little research has simultaneously examined the differential effects of autonomy support from parents, teachers, and peers (social agents) on students’ psychological need satisfaction, motivation, and school engagement. Drawing from Self-Determination Theory, this study examined...

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Bibliographic Details
Main Authors: Zhou, L.H., Ntoumanis, Nikos, Thogersen-Ntoumani, Cecilie
Format: Journal Article
Language:English
Published: ACADEMIC PRESS INC ELSEVIER SCIENCE 2019
Subjects:
Social Sciences
Psychology, Educational
Psychology
Autonomy support
Motivation
Student engagement
Need satisfaction
Chinese primary school students
SELF-DETERMINATION THEORY
PHYSICAL-EDUCATION
INTRINSIC MOTIVATION
FIT INDEXES
ACHIEVEMENT
MODEL
CLASSROOM
TEACHER
INTERNALIZATION
PARTICIPATION
Online Access:http://hdl.handle.net/20.500.11937/76601

Internet

http://hdl.handle.net/20.500.11937/76601

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