A self-determination approach to understanding students' motivation in project work

By Woon Chia Liu, C. K. John Wang, O. Tan, Caroline Koh, J. Ee. 2009

128 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f333ddb354226a721bade6819f34414f38621843

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In Developmental and Educational Psychology

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Stability, change, and implications of students’ motivation profiles: A latent transition analysis (2017, background): “…motivation, would yield the greatest levels of expected and observed achievement (e.g., Ratelle et al., 2007), while profiles characterized by high levels of autonomous motivation but low levels of controlled motivation should yield the greatest levels of engagement (e.g., Liu et al., 2009).”
Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school (2010, background): “Nonetheless, there appears to be converging evidence that a combination of high intrinsic and low extrinsic motivations is uniquely adaptive (cf. Boiche et al. 2008; Liu et al. 2009 ).”
Investigating the Effect of 3D Simulation Based Learning on the Motivation and Performance of Engineering Students (2010, background): “In general, research has shown negative correlations between the three psychological needs and the state of amotivation (Koh et al., 2009; Liu et al., 2009; Ryan, 1995) suggesting that motivation is at its lowest when they perceive low levels of competence volitional expresssion, and sense of…”
Motivation profiles at work: A self-determination theory approach (2016, result): “However, additional results suggested that controlled motivation may actually detract from optimal performance, measured by grade point average and self-perceived skill acquisition, even when autonomous motivation is also present (Hayenga & Corpus, 2010; Liu et al., 2009).”