A cross-cultural analysis of autonomy in education

By Valery Chirkov. 2009

139 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0eb24e3093bad644f4e150ebf86c4b3f0abf564d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Nikos Ntoumanis
2. Richard M. Ryan
3. Edward L. Deci
4. Maarten Vansteenkiste
5. I. Taylor
6. J. Reeve
7. C. Lonsdale
8. Martin F. Lynch

In Social Psychology

1. Nikos Ntoumanis
2. Richard M. Ryan
3. Maarten Vansteenkiste
4. Edward L. Deci
5. P. Evans
6. J. Reeve
7. I. Taylor
8. C. Lonsdale

Citations in the corpus

• A Self-Determination Theory Perspective on Social, Institutional, Cultural, and Economic Supports for Autonomy and Their Importance for Well-Being (2011, background): “The positive role of autonomy support in schools has been identified across a broad array of cultures ( Chirkov, 2009 ).”
• Self-determination for all language learners: New applications for formal language education (2019, background): “Instead, meaningful choice within the normally accepted cultural affordances and constraints of a region may help to nurture inner resources (Chirkov, 2009).”
• Self-determination theory: An approach to motivation in music education (2015, background): “Even in these environments, students can feel autonomously motivated, because they endorse the value of the class and trust the teacher to guide their learning (Chirkov, 2009; Jang et al., 2010; Jang, Reeve, Ryan, & Kim, 2009).”
• Do Reasons for Attending College Affect Academic Outcomes?: A Test of a Motivational Model From a Self-Determination Theory Perspective (2013, background): “…both lab­based and classroom settings, leading it to become one of the most empirically validated theories for understanding educational motivation (see Reeve, Deci, & Ryan, 2004), and evidence is beginning to emerge that supports its relevance for education cross­culturally (e.g., Chirkov, 2009).”
• Measuring student motivation for physical education: examining the psychometric properties of the Perceived Locus of Causality Questionnaire and the Situational Motivation Scale (2011, background): “…linking self-determination with adaptive outcomes in collectivist countries, such as South Korea (Chirkov et al., 2003), Japan (Nagasaku & Arai, 2005); China (Vansteenkiste et al., 2005), and Taiwan (Sheldon et al., 2004; see also Chirkov, 2009, for a review of self-determination across cultures).”