Autonomy and Competence in German and American University Students: A Comparative Study Based on Self-Determination Theory.

By Chantal S. Lévesque, A. Zuehlke, L. R. Stanek, Richard M. Ryan. 2004

483 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e02078fb1bd28ea8f92056bc21a83a12a61e29d8

How researchers see this paper

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

In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A cross-cultural analysis of autonomy in education (2009, background): “…countries: Belgium (Soenens et al., 2007), Britain (Ntoumanis, 2005); Canada (Legault et al., 2005), France (Trouilloud et al., 2006); Germany (Levesque et al., 2004), Italy (Szadejko, 2003), Norway (Ommundsen and Kvalo, 2007), and the United, States (Reeve and Jang, 2006; Ryan et al., 2006).”
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach (2020, unknown): “Students who received informational feedback (which is a component of structure) felt more competent and reported more autonomous motivation (Levesque et al. 2004).”
A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation (2014, result): “Replicating the results of several studies conducted across Israeli, Belgian, German, and Korean samples in education (Assor et al., 2009; Jang, Reeve, Ryan, & Kim, 2009; Levesque et al., 2004), our longitudinal findings provide additional support for the generalizability of motivational processes a”
Students' Motivational Profiles and Achievement Outcomes in Physical Education: A Self-Determination Perspective (2008, methodology): “Next, the weighted scores of each subscale are added to derive a single index (e.g., Levesque et al., 2004; Miserandino, 1996; Vallerand et al., 1997).”
Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation (2014, background): “Several studies show that teachers who support autonomy enhance motivation, curiosity and engagement (Levesque et al. 2004; Assor et al. 2005; Backman et al. 2011), whereas teachers who display controlling behaviour have a negative effect on motivation (Assor et al. 2005; Stornes et al. 2008).”
Need Satisfaction and Well-Being (2013, background): “As in the present study, some studies have reported minimal or no cultural differences in the strength of the relationship between need satisfaction and well-being (Chirkov & Ryan, 2001; Chirkov et al., 2003; Levesque et al., 2004; Tay & Diener, 2011).”
Achieving Immersion in the Tourism Experience: The Role of Autonomy, Temporal Dissociation, and Reactance (2020, background): “Second, autonomy has been shown to exert positive effects on motivation and learning (Levesque et al. 2004), but its ability to help visitors immerse themselves in the experience remained unexamined.”
A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students (2012, background): “Self-determination theory presupposes that satisfaction of the three universal, innate and psychological needs for competence, autonomy and relatedness is essential for well-being among all individuals (Deci & Ryan, 1995, 2002; Levesque et al., 2004; Ryan & Deci, 2000).”
Passion and motivation for studying: predicting academic engagement and burnout in university students (2011, background): “Levesque, Zuehlke, Stanek, & Ryan, 2004 ) as well as lower levels of stress (e.”