Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement

By J. Léon, J. Núñez, Jeffrey Liew. 2015

254 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8ab9027f2e1548e75737c5feedffcb466ddb9410

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

1. J. Léon
2. J. Núñez

In Experimental and Cognitive Psychology

1. J. Léon
2. J. Núñez

In Social Psychology

1. J. Léon
2. J. Núñez

Citations in the corpus

• Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “This is likely due in part to the greater effort students put forth when autonomously motivated (León, Núñez, & Liew, 2015).”
• Determinants of classroom engagement: a prospective test based on self-determination theory (2018, result): “The scale showed evidence of reliability in this study (ω = .87) and previous studies (León et al., 2015; Núñez et al., 2015).”