References
- B. Shen, N. McCaughtry. J. Martin, M. Fahlman. Effects of teacher autonomy support and students' autonomous motivation on learning in physical education. Research Quarterly for Exercise and Sport. 80(1), pp. 44-53, 2009. DOI: http://dx.doi.org/10.1080/02701367.2009.10599528
- E. L. Deci, R. M. Ryan. The "what" and "why" of goal pursuits: Human need and the self-determination of behavior. Psychological Inquiry, 11, pp. 227-268, 2000. DOI: http://dx.doi.org/10.1207/S15327965PLI1104_01
- J. Reeve, E. Bolt, Y. Cai. Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, pp. 537-548, 1999. DOI: http://dx.doi.org/10.1037/0022-0663.91.3.537
- R. M. Ryan, E. L. Deci. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, pp. 68-78, 2000. DOI: http://dx.doi.org/10.1037/0003-066X.55.1.68
- W. S. Grolnick, R. M. Ryan. Parent styles associated with children's self-regulation and competence in schools. Journal of Educational Psychology, 81, pp. 143-154, 1989. DOI: http://dx.doi.org/10.1037/0022-0663.81.2.143
- A. H. Kim, J. E. Cha, D. S. Lee, I. H. Lim, H. Y. Tack, Y. N. Song. Influence of parents' autonomy support on elementary students' self-regulated learning efficacy: The mediating effect of self-determined motivation. The Journal of Korean Education, 35(4), pp. 3-24, 2008.
- A. E. Black, E. L. Deci. The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education. 84(6), pp. 740-756, 2000. DOI: http://dx.doi.org/10.1002/1098-237X(200011)84:6<740:: AID-SCE4>3.0.CO;2-3
- W. S. Sohn, J. H. Bae. Relationships of mothers' versus teachers' autonomy support with student's academic achievement. The Korean Journal of Woman Psychology, 19(3), pp. 253-272, 2014. https://doi.org/10.18205/kpa.2014.19.3.004
- J. Y. Lee, J. H. Ha, S. H. Jeon. The effects of parents' interacting modes in achievement settings on adolescents' expectancy for future success and academic achievement: The roles of self-esteem and depression as mediators. Journal of Korean Educational Psychology, 20(4), pp. 873-890, 2006.
- P. D. Umbach, S. R. Porter. How do academic departments impact student satisfaction?: Understanding the contextual effects of departments. Research in Higher Education, 43(2), pp. 209-234, 2002. DOI: http://dx.doi.org/10.1023/A:1014471708162
- C. G. Sohn, Y. T. Kim. A study on the difference of result to variables related to students' evaluation of teaching in university. Journal of Educational Evaluation, 20(2), pp. 1-24, 2007. https://doi.org/10.2167/eri431.0
- H. J. Shin, H. R. Min. Effects of students' majors on the relationship between perceived learning experiences and course satisfaction of undergraduate students. Korean Journal of Educational Research, 47(3), pp. 49-72, 2009.
- G. C. Williams, E. L. Deci. Internalization of biopsychological value by medical students: A test self-determination theory. Journal of Personality and Social Psychology. 70, pp. 767-779, 1996. DOI: http://dx.doi.org/10.1037/0022-3514.70.4.767
- H. K. Kim. The effects of teachers' autonomy support on self-regulational motivation of middle school students in physical education class[thesis]. Incheon: University of Incheon. pp. 1-57, 2009.
- A. Y. Kim. Validation of taxonomy of academic motivation based on the self-determination theory. The Korean Journal of Educational Psychology. 16(4), pp. 169-187, 2002.
- J. G. Park. Structural relationships between perceived dance teachers' autonomy support, learning orientations, intrinsic regulations, and intention for class. The Korean Journal of Physical Education. 49(4), pp. 373-385, 2010.
- B. H. Park. Verification of relational model of autonomy support, psychological needs, self-regulative motivation and consequences in physical education. Journal of Korean Society for the Study of Physical Education. 17(4), pp. 127-149, 2013. DOI: http://dx.doi.org/10.13066/kspm.2013.8.1.127
- J. S. Chung, J. H. Lee. Path analysis among perceived autonomy support, self-determination motivation and academic performance in a cyber university. The Journal of Educational Information and Media. 18(3), pp. 365-387, 2012.
- N. Ntoumanis. A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of Educational Psychology, 97, pp. 444-453, 2005. DOI: http://dx.doi.org/10.1037/0022-0663.97.3.444
- M. Standage, J. L. Duda, N. Ntoumanis. A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of Educational Psychology, 95, pp. 97-110, 2003. DOI: http://dx.doi.org/10.1037/0022-0663.95.1.97
- Y. J. Oh, Y. Jin. Mediating effects of basic psychological needs on the relationships between perceived autonomy support from teacher and peers and intrinsic motivation in dance. Korean Journal of Sport Psychology. 23(2), pp. 87-101, 2012.
- D. H. Ahn. Influences of adolescents' beliefs regarding intelligence, and parents' and teachers' autonomy support on their perceived competence. Studies on Korean Youth. 24(1), pp. 103-126, 2013.
- J. Y. Kim, A. Y. Kim. Teachers' conditional regard, autonomy support, and elementary students' self-determined motivation as predictors of academic engagement and achievement. The Korean Journal of Educational Psychology. 28(2), pp. 251-268, 2014.
- K. C. Chen, S. G. Jang. Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior. 26(4), pp. 741-752, 2010. DOI: http://dx.doi.org/10.1016/j.chb.2010.01.011
- J. W. You, M. H. Kang. The structural relationship among social factor, psychological need factor, and motivational factor for enhancing learning engagement. Korean Journal of Educational Research. 49(4), pp. 55-85, 2011.
- I. S. Kim. Influence of teachers' autonomy support, motivational climate, athletic values, self-determined motivation to satisfaction of physical education class of elementary school children. The Korean Journal of Elementary Physical Education. 11(1), pp. 47-61, 2011.
- J. H. Im. The verification of mediating effect of self-regulation motivation and academic self-efficacy between perceived autonomy support and the student achievement of the learning[thesis]. Seoul: Ewha Womans University. 2004.
- S. W. Lee. The structural relationships among perceived parents and teachers' autonomy support, goal orientation, basic psychological needs, academic achievement. The Journal of Education Research. 31(1), pp. 45-68, 2010. https://doi.org/10.1080/00220671.1937.10880723
- C. Furrer, E. Skinner. Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology. 95(1), pp. 148-162, 2003. DOI: http://dx.doi.org/10.1037/0022-0663.95.1.148
- H. S. Cho. The effect of teachers' autonomy support environment in physical education on students' help-seeking behaviors and class participation attitude. The Korean Journal of Physical Education. 50(6), pp. 273-284, 2011.
- S. H. Cheon, I. S. Moon. Implementing as autonomy-supportive fitness program to facilitate students' autonomy and engagement. Korean Journal of Sport Psychology. 21(1), pp. 175-195, 2010.
Cited by
- Predictive power of grit, professor support for autonomy and learning engagement on perceived achievement within the context of a flipped classroom pp.1741-2625, 2018, https://doi.org/10.1177/1469787418762463