Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement

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The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, background): “Some examples of teacher’s autonomy-supportive behaviours are: listening to what students have to say about the educational processes, acknowledging their perspective; encouraging students’ active participation; letting students work in their own way; letting them manipulate teaching objects; commun”
Parental autonomy support, community feeling and student expectations as contributors to later achievement among adolescents (2017, background): “Prior achievement is a robust predictor of later achievement among youth and is a key control variable for longitudinal studies examining achievement (Froiland & Oros, 2014; Froiland et al., 2013; Jeynes, 2012).”
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016, background): “Numerous studies have found that engagement predicts academic achievement (e.g., Froiland & Oros, 2014; Greene, Miller, Crowson, Duke, & Akey, 2004).”