Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis

By Virginie Hospel, Benoît Galand. 2016

264 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/866246729e86ce5ebdf656fd971b3e0f862d3d44

How researchers see this paper

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

In Education

1. Suparna Sinha
2. Erik A. Ruzek
3. T. Curran
4. David J. Shernoff
5. M. Standage

In Safety Research

1. T. Curran
2. David J. Shernoff
3. Suparna Sinha
4. M. Standage
5. Nikos Ntoumanis
6. Martin S. Hagger
7. Nikos L. D. Chatzisarantis

In Social Psychology

1. T. Curran
2. David J. Shernoff
3. Erik A. Ruzek
4. Suparna Sinha
5. M. Standage
6. Nikos Ntoumanis
7. Martin S. Hagger
8. Thomas K. F. Chiu

Citations in the corpus

• Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “Yet the findings of several studies in school (e.g., Jang et al., 2010; Hospel & Galand, 2016; Sierens, Vansteenkiste, Goossens, Soenens, & Dochy, 2009) and sport (Curran et al., 2013) suggest that such behaviors are insufficient to keep children engaged.”
• The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “…that promote meaningful engagement include a combination of environmental challenge and environmental support (APA, 1997; Fraser, 1998; Goetz, Ludtke, Nett, Keller, & Lipnevich, 2013; Hospel & Galand, 2016; D. J. Shernoff et al., 2016; Skinner & Pitzer, 2012; Urdan & Turner, 2005; Zedan, 2010).”