Autonomy and self regulation.

By C. Carver, M. Scheier. 2000

92 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/28e188794dce0cb011d5259c4c41321ba92171de

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Citations in the corpus

Approach, Avoidance, and the Self-Regulation of Affect and Action (2006, background): “It seems quite clear that the approach and avoidance functions are deeply embedded in the nature of human personality (e.g., Carver et al., 2000; Zuckerman, 2005).”
Construal-Level Theory of Psychological Distance (2010, unknown): “Actions form hierarchies, too, as goals could be translated into more abstract, superordinate goals (Carver & Scheier, 2000; Miller, Galanter, & Pribram, 1960; Vallacher & Wegner, 1987).”
The role of need fulfillment in relationship functioning and well-being: a self-determination theory perspective. (2007, background): “…2007, Vol. 92, No. 3, 434–457 0022-3514/07/$12.00 DOI: 10.1037/0022-3514.92.3.434 434 psychological needs as well as other perspectives has provided evidence for the role of each of these needs in psychological health and well-being (Carver & Scheier, 2000; Deci & Ryan, 2000; Kernis, 2000).”
Self-determination in physical education: designing class environments to promote active lifestyles (2007, background): “In their commentary on autonomy, Carver and Scheier (2000) question the conceptualization of autonomy proposed by Deci and Ryan (2000), who contend that autonomy is central to the experience of integration.”
The Longitudinal Relationships Between Basic Psychological Needs Satisfaction at School and School-Related Subjective Well-Being in Adolescents (2013, background): “A growing body of research based on both the SDT conceptualization of psychological needs as well as other perspectives has provided evidence for the role of each of these needs in psychological health and well-being (Carver and Scheier 2000; Deci and Ryan 2000; Kernis 2000; Reis et al. 2000).”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “…of a behavior and its integration into the self (i.e., identified regulation) further away from the autonomous end than individuals freely choosing to perform an activity for its own sake out of an underlying sense of interest and enjoyment (i.e., intrinsic regulation) (Carver & Scheier, 2000).”