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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Veröffentlicht in:	Learning and instruction Jg. 43; S. 27 - 38
Hauptverfasser:	Jang, Hyungshim, Kim, Eun Joo, Reeve, Johnmarshall
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Elsevier Ltd 01.06.2016
Schlagworte:	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
Online-Zugang:	Volltext
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