Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: testing a sequential path model

By Vincent F. Filak, Kennon M. Sheldon. 2008

137 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/78d659a8d83ab219f0f8f1906ffa0d56d0a6b552

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Measuring student engagement in technology-mediated learning: A review (2015, background): “…educational outcomes, such as student persistence in learning (Berger & Milem, 1999; Fredricks et al., 2004; Kuh et al., 2008), satisfaction (Filak & Sheldon, 2008; Zimmerman & Kitsantas, 1997), and academic achievement (Fredricks et al., 2004; Hughes, Luo, Kwok, & Loyd, 2008; Kuh et al.,…”
Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors (2012, background): “Research on this topic has shown that teacher support with regard to autonomy affected student motivation, among other aspects, [49, 50] and that different pedagogical goals also explained variations in student math motivation [51].”
Learner Engagement in Blended Learning Environments: A Conceptual Framework (2019, unknown): “…to correlate with important educational outcomes, including academic achievement, persistence, satisfaction, and sense of community (Conrad, 2010; Filak & Sheldon, 2008; Hughes, Luo, Kwok, Online Learning Journal – Volume 23 Issue 2 – June 2019 5 146 & Loyd, 2008; Kuh, Cruce, Shoup, Kinzie,…”
Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. (2009, unknown): “…and higher grades (Amabile, 1985; Boggiano, Main, & Katz, 1988; Csikszentmihalyi, 1985; deCharms, 1976; Deci, Schwartz, Sheinman, & Ryan, 1981; Filak & Sheldon, 2008; Flink, Boggiano, & Barrett, 1990; Grolnick & Ryan, 1987; Harter, 1982; Ryan & Connell, 1989; Ryan & Grolnick, 1986; Shapira,…”
Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation (2015, background): “…that an autonomy-supportive teaching style catalyzes a ‘bright’ pathway toward more optimal functioning because an autonomy-supportive teaching style nurtures students' basic psychological needs for relatedness, competence, and autonomy (e.g., Filak & Sheldon, 2008; Jang, Kim, & Reeve, 2012).”
Testing Self-Determination Theory via Nigerian and Indian adolescents (2009, unknown): “Hypothesis 2 stated that classroom autonomy, competence, and relatedness need-satisfaction would each be associated with positive course evaluations (Filak & Sheldon, 2003, 2008).”