Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model

We adopted a dual-process model within a self-determination theory framework to investigate why students sometimes veer toward a longitudinal trajectory of rising classroom engagement during the semester and why they other times tend toward a trajectory of rising disengagement. Measures of perceived...

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Vydáno v:	Learning and instruction Ročník 43; s. 27 - 38
Hlavní autoři:	Jang, Hyungshim, Kim, Eun Joo, Reeve, Johnmarshall
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Elsevier Ltd 01.06.2016
Témata:	Autonomy support Disengagement Dual-process model Engagement Self-determination theory Teacher control Self-determination theory Engagement Dual-process model Disengagement Autonomy support Teacher control
ISSN:	0959-4752, 1873-3263
On-line přístup:	Získat plný text
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