The Development of Self-Determination in Middle Childhood and Adolescence

By W. Grolnick, S. Gurland, Karen F. Jacob, W. Decourcey. 2002

103 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b1cc38e8be55237977dd6735a4c23fd59c8b9e85

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. Charity L. Bryan
2. M. Solmon

In Experimental and Cognitive Psychology

1. Charity L. Bryan
2. M. Solmon
3. Stacy L. Young
4. Catherine Francis Brooks

In Social Psychology

1. M. Fares Hout
2. Charity L. Bryan
3. M. Solmon
4. Stacy L. Young
5. Catherine Francis Brooks
6. Stuart W. Elliott

Citations in the corpus

• Are Choice-Making Opportunities Needed in the Classroom? Using Self-Determination Theory to Consider Student Motivation and Learner Empowerment. (2011, background): “Though “self-determination is manifested most vividly and purely in intrinsically motivated behavior” (Grolnick et al., 2002, p. 149), there are variations on both intrinsic and extrinsic motivation.”
• Self-determination in physical education: designing class environments to promote active lifestyles (2007, background): “Grolnick et al. (2002) argue that more research is needed to determine how gender differences exist in self-determination in terms of subject matter and ascription for achievement and failure.”
• Comprehensive School Reform and Achievement: A Meta-Analysis (2003, unknown): “, & Smith, J. (1995). Self-determination skills, attitudes, and knowledge scale.”
• Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics (2017, unknown): “A sense of control or autonomy can fuel one’s connection to a task and therefore their choice to engage in a task (Grolnick et al. 2002).”
• Incentives and Test-Based Accountability in Education (2011, background): “Finally, there is evidence to suggest that focusing parents’ concerns on performance outcomes will lead them, like teachers, to use pressuring motivational strategies that may backfire, leading to lower achievement over the long term (Grolnick, 2003; Grolnick et al., 2002).”