An examination of physical education teacher motivation from a self-determination theoretical framework
By Russell L. Carson, M. Chase. 2009
131 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Physical Therapy, Sports Therapy and Rehabilitation, Social Psychology
View Paper: https://www.semanticscholar.org/paper/5dc6cc9d73f9f0757e2136358759265d273d64f0
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- L. Haerens
- Nathalie Aelterman
- Isabel B Tallir
- Jiying Han
- L. Van den Berghe
- Hongbiao Yin
- Bart Soenens
- K. Luyckx
In Physical Therapy, Sports Therapy and Rehabilitation
- Greet Cardon
- Jiying Han
- Nathalie Aelterman
- L. Van den Berghe
- Hongbiao Yin
- Isabel B Tallir
- Bart Soenens
- L. Haerens
In Social Psychology
- L. Haerens
- Nathalie Aelterman
- Isabel B Tallir
- L. Van den Berghe
- Bart Soenens
- Greet Cardon
- Maarten Vansteenkiste
- Jiying Han
Citations in the corpus
- Teacher motivation: Definition, research development and implications for teachers (2016, background): “Other identified motivation factors included social values and norms (Peterson & Ruiz-Quintanilla, 2003), working environment and colleagues (Mani, 2002), teacher personal information and professional variables (Carson & Chase, 2009).”
- Within-person profiles of teachers' motivation to teach: Associations with need satisfaction at work, need-supportive teaching, and burnout (2014, methodology): “Studies adopting a variable-centered approach have shown that the more teachers feel satisfied in their needs at school, the more likely they are to be autonomously motivated for the job (e.g., Carson & Chase, 2009; Taylor, Ntoumanis, & Standage, 2008).”