Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context

By Hyungshim Jang, Eun Joo Kim, J. Reeve. 2012

507 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/1ce60806299f4a590096db0f5309522293b2d8c9

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Determinants of classroom engagement: a prospective test based on self-determination theory (2018, methodology): “Autonomy support predicted the need for autonomy at the beginning of the semester, as stated by Jang et al. (2012). Thus,”
Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, unknown): “Researchers working with engagement as a construct have recognized the reciprocal relationship between what teachers do and how students respond (H. Jang, Reeve, & Deci, 2010; Oga-Baldwin et al., 2017; Skinner et al., 2008; Skinner & Belmont, 1993).”
Predictors of changes in students’ motivational resilience over the school year (2017, result): “Consistent with other research that documents reciprocal feedback among the factors contributing to students’ engagement (e.g., Green et al., 2012; Jang et al., 2012; Van Ryzin, 2011), the findings of this study reveal the dynamic relationships that exist among students’ motivational resilience and ”
Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students' psychological needs (2019, methodology): “We assessed problematic relationships with the 4-item Problematic Relationships Scale (PRS; Cheon & Jang, 2012).”
How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. (2013, background): “…significant was because teacher-provided autonomy support facilitates student motivation, and it is student motivation, rather than teacher-provided autonomy support, that facilitates and explains changes in students’ engagement, including students’ agentic engagement (see Jang et al., 2012).”
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. (2017, methodology): “Longitudinally, autonomy need satisfaction has been shown to mediate the influence of the classroom on students’ engagement and achievement (Jang et al., 2012).”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, methodology): “When I study for this course, I have trouble figuring out what to do to learn the material measure that had been used previously in published research (Cheon & Reeve, 2013; Jang et al., 2012; Reeve, 2013).”