Page 105 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 105
support for autonomy, competence and relatedness ...
Legault, L., Green-Demers, I., & Pelletier, L. G. (2006). Why do high school stu-
dents lack motivation in the classroom? Toward an understanding of aca-
demic amotivation and social support. Journal of Educational Psychology,
98, 567–582.
Motti-Stefanidi, F., & Masten, A. S. (2013). School success and school engage-
ment of immigrant children and adolescents. European Psychologist,
18(2), 126–135.
Morenoff, J. D., & Sampson, R. J. (2008). Constructing community indicators
of child well-being. In B.V. Brown (Ed.), Key indicators of child and youth
well-being (pp. 307–331). New York, London: Psychology Press.
Otis, N., Grouzet, F. M. E., & Pelletier, L. G. (2005). Latent motivational change
in an academic setting: A 3-year longitudinal study. Journal of Educational
Psychology, 97, 170–183.
Pearson, J., Muller C., & Wilkinson, L. (2007). Adolescent same-sex attraction
and academic outcomes: The Role of school attachment and engagement.
Social Problems, 54(4), 523–542.
Reeve, J. (2015). Understanding motivation and emotion. Hoboken: Wiley.
Reeve, J., Jang, H., Carell, D., Jeon, S., & Barch, J. (2004). Enhancing students’
engagement by increasing teachers’ autonomy support. Motivation and
Emotion, 28(2), 147–170.
Ryan, R. M. (1995). Psychological need and the facilitation of integrative pro-
cesses. Journal of Personality, 63, 397–427.
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation
of intrinsic motivation, social development, and well-being. American
Psychologist, 55, 68–78.
Ryan, R. M. & Deci, E. L. (2002). An overview of self-determination theo-
ry: An organismic-dialectical perspective. In E.L. Deci and R.M. Ryan
(Eds.), Handbook of self-determination research (pp. 3–37). Rochester: The
University of Rochester Press.
Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school en-
gagement – motivation, learning and wellbeing. In K.R. Wentzel, & A.
Wigfield (Eds.), Handbook of motivation at school (pp. 171–196). New
York: Routledge.
Ryan, R. M., & Grolnick, W. S. 0986). Origins and pawns in the classroom: Self-
report and projective assessments of individual differences in children’s
perceptions. Journal of Personality and Social Psychology, 50, 550–558.
105
Legault, L., Green-Demers, I., & Pelletier, L. G. (2006). Why do high school stu-
dents lack motivation in the classroom? Toward an understanding of aca-
demic amotivation and social support. Journal of Educational Psychology,
98, 567–582.
Motti-Stefanidi, F., & Masten, A. S. (2013). School success and school engage-
ment of immigrant children and adolescents. European Psychologist,
18(2), 126–135.
Morenoff, J. D., & Sampson, R. J. (2008). Constructing community indicators
of child well-being. In B.V. Brown (Ed.), Key indicators of child and youth
well-being (pp. 307–331). New York, London: Psychology Press.
Otis, N., Grouzet, F. M. E., & Pelletier, L. G. (2005). Latent motivational change
in an academic setting: A 3-year longitudinal study. Journal of Educational
Psychology, 97, 170–183.
Pearson, J., Muller C., & Wilkinson, L. (2007). Adolescent same-sex attraction
and academic outcomes: The Role of school attachment and engagement.
Social Problems, 54(4), 523–542.
Reeve, J. (2015). Understanding motivation and emotion. Hoboken: Wiley.
Reeve, J., Jang, H., Carell, D., Jeon, S., & Barch, J. (2004). Enhancing students’
engagement by increasing teachers’ autonomy support. Motivation and
Emotion, 28(2), 147–170.
Ryan, R. M. (1995). Psychological need and the facilitation of integrative pro-
cesses. Journal of Personality, 63, 397–427.
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation
of intrinsic motivation, social development, and well-being. American
Psychologist, 55, 68–78.
Ryan, R. M. & Deci, E. L. (2002). An overview of self-determination theo-
ry: An organismic-dialectical perspective. In E.L. Deci and R.M. Ryan
(Eds.), Handbook of self-determination research (pp. 3–37). Rochester: The
University of Rochester Press.
Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school en-
gagement – motivation, learning and wellbeing. In K.R. Wentzel, & A.
Wigfield (Eds.), Handbook of motivation at school (pp. 171–196). New
York: Routledge.
Ryan, R. M., & Grolnick, W. S. 0986). Origins and pawns in the classroom: Self-
report and projective assessments of individual differences in children’s
perceptions. Journal of Personality and Social Psychology, 50, 550–558.
105
