Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction

British Journal of Educational Psychology

Volumn 87, Issue 2, 2017, Pages 224-240

  Guay, Frédéric ^a   Roy, Amélie ^a   Valois, Pierre ^a  

^a UNIVERSITÉ LAVAL   (Canada)

Author keywords

autonomous motivation; differentiated instruction; elementary schools; French instruction; instructional adaptations; perceived competence; teacher structure

Indexed keywords

ADOLESCENT; ADULT; CHILD; CLINICAL TRIAL; FEMALE; HUMAN; MALE; MOTIVATION; MULTICENTER STUDY; PERCEPTION; PHYSIOLOGY; PSYCHOLOGY; QUEBEC; SCHOOL TEACHER; SELF CONCEPT; SELF REPORT; STUDENT; TEACHING;

ADOLESCENT; ADULT; CHILD; FEMALE; HUMANS; MALE; MOTIVATION; PERCEPTION; QUEBEC; SCHOOL TEACHERS; SELF CONCEPT; SELF REPORT; STUDENTS; TEACHING;

EID: 85013389488     PISSN: 00070998     EISSN: 20448279     Source Type: Journal    
DOI: 10.1111/bjep.12146     Document Type: Article

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