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Journal Abstract Search

826 related items for PubMed ID: 31999841

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  • 2. Differentiated need support by teachers: Student-specific provision of autonomy and structure and relations with student motivation.
    Domen J, Hornstra L, Weijers D, van der Veen I, Peetsma T.
    Br J Educ Psychol; 2020 May; 90(2):403-423. PubMed ID: 31267512
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  • 4. Teaching quality: High school students' autonomy and competence.
    León J, Medina-Garrido E, Ortega M.
    Psicothema; 2018 May; 30(2):218-223. PubMed ID: 29694325
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  • 5. Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?
    Martin DP, Rimm-Kaufman SE.
    J Sch Psychol; 2015 Oct; 53(5):359-73. PubMed ID: 26407834
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  • 7. Perceptions of autonomy support, parent attachment, competence and self-worth as predictors of motivational orientation and academic achievement: an examination of sixth- and ninth-grade regular education students.
    Wong EH, Wiest DJ, Cusick LB.
    Adolescence; 2002 Oct; 37(146):255-66. PubMed ID: 12144158
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  • 8. Student perceptions of self-efficacy and teacher support for learning in fostering youth competencies: Roles of affective and cognitive engagement.
    Chong WH, Liem GAD, Huan VS, Kit PL, Ang RP.
    J Adolesc; 2018 Oct; 68():1-11. PubMed ID: 29986166
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  • 10. Fostering Students' Autonomy and Engagement in EFL Classroom Through Proximal Classroom Factors: Autonomy-Supportive Behaviors and Student-Teacher Relationships.
    Han K.
    Front Psychol; 2021 Oct; 12():767079. PubMed ID: 34744946
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  • 15. High school students' perceptions of EFL teacher control orientations and their English academic achievement.
    Kiany GR, Shayestefar P.
    Br J Educ Psychol; 2011 Sep; 81(Pt 3):491-508. PubMed ID: 21770916
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  • 16. Control-value theory in the context of teaching: does teaching quality moderate relations between academic self-concept and achievement emotions?
    Lazarides R, Raufelder D.
    Br J Educ Psychol; 2021 Mar; 91(1):127-147. PubMed ID: 32369196
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  • 18. Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks.
    Olivier E, Archambault I, De Clercq M, Galand B.
    J Youth Adolesc; 2019 Feb; 48(2):326-340. PubMed ID: 30421327
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  • 20. Teacher expectations and perceptions of student attributes: Is there a relationship?
    Rubie-Davies CM.
    Br J Educ Psychol; 2010 Mar; 80(Pt 1):121-35. PubMed ID: 19622199
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