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References

Abadzi, H. (2016). Training 21st-century workers: facts, fiction, and memory illusions. International Review of Education, 62(3), 253-278.

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork, British Journal of Educational Psychology, 72, 261-278.

Barber, A. T., & Buehl, M. M. (2012). Relations among grade 4 students’ perceptions of autonomy, engagement in science, and reading motivation. The Journal of Experimental Education, 81(1), 22-43.

Gholami. (2016). Self assessment and learner autonomy. Theory and Practice in Language Studies, 6(1), 46-51.

Gillet, N., Vallerand, R. J., &  Lafrenière, M. K., (2012). Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support. Social Psychology of Education, 15(1), 77-95.

Gorissen, C. J.J., Kester, L., Brand-Gruwel, S., & Martens, R. (2015). Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style. Interactive Learning Environments, 23(6), 655-669.

Katz, I., & Shahar, B. (2015). What makes a motivating teacher? Teachers’ motivation and beliefs as predictors of their autonomy-supportive style. School Psychology International, 36(6), 575-588.

Marshik T., Ashton, P. T., & Algina, J., (2017). Teachers’ and students’ needs for autonomy, competence, and relatedness as a predictors of students’ achievement. Social Psychology of Education, 20(1), 39-67.

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.

Oga-Baldwin, W. L. Q., & Nakata, Y. (2015). Structure also supports autonomy: measuring and defining autonomy-supportive teaching in Japanese elementary foreign language classes.  The Japanese Psychological Association, 57(3), 167-179.

Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008).Engagement and disaffection in the classroom: part of a larger motivational dynamic?. Journal of Educational Psychology, 100(4), 765-781.

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