Vitality and Interest-Enjoyment as a Function of Class-to-Class Variation in Need-Supportive Teaching and Pupils' Autonomous Motivation.

By Athanasios Mouratidis, Maarten Vansteenkiste, Georgios D. Sideridis, W. Lens. 2011

175 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d0c9a9c469ad1528c001e2199d5dbd61c763a9a1

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In Developmental and Educational Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The impact of grades on student motivation (2018, background): “Students with lower (Black and Deci, 2000) or higher (Mouratidis et al., 2011) GPAs (Grade Point Averages) may be more vulnerable to the negative impacts of grades.”
Constructing motivation through choice, interest, and interestingness (2013, background): “…not necessarily follow that the benefits of choosing will be most pronounced among individuals with the parallel level of individual interest, that is, individuals with lower individual interest (e.g., see Mouratidis et al., 2011, as an example of research that would conflict with this hypothesis).”
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): “This issue certainly deserves greater attention in future studies with longitudinal (e.g., Jang, et al., 2012) and experimental (e.g., Mouratidis et al., 2011) designs.”
Observed need-supportive and need-thwarting teaching behavior in physical education: Do teachers' motivational orientations matter? (2013, background): “…a more needsupportive teaching style, to the benefit of their students’ motivation (Prusak, Treasure, Darst, & Pangrazi, 2004; Tessier et al., 2010) and other important psychological, educational, and behavioral outcomes (e.g., Mandigo et al., 2008; Mouratidis et al., 2011; Ward et al., 2008).”
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “2013), offer a minimal amount of meaningful choices (Mouratidis et al. 2011; Niemiec and Ryan 2009), and provide meaningful rationales (Vansteenkiste et al.”
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach (2019, background): “, 2017), and even from lesson to lesson (Mouratidis et al., 2011).”
Basic psychological need satisfaction, need frustration, and need strength across four cultures (2015, background): “Such findings have been reported in diverse life domains, including education (e.g., Mouratidis et al. 2011), the workplace (Van den Broeck et al. 2010), and health care (Williams et al. 2011).”
Student autonomy and course value: The unique and cumulative roles of various teacher practices (2013, background): “…choice leads to enhanced interest, enjoyment, and persistence on a task (Cordova and Lepper 1996; Iyengar and Lepper 1999; Swann and Pittman 1977; Mouratidis et al. 2011; Patall et al. 2008, 2010; Zuckerman et al. 1978), as well as enhanced task value, effort, task performance, subsequent…”