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dc.contributor.authorChatzisarantis, Nikos LD
dc.contributor.authorAda, Elif Nilay
dc.contributor.authorAhmadi, Malek
dc.contributor.authorCaltabiano, Nerina
dc.contributor.authorWang, Deming
dc.contributor.authorThogersen-Ntoumani, Cecilie
dc.contributor.authorHagger, Martin S
dc.date.accessioned2020-09-01T00:53:09Z
dc.date.available2020-09-01T00:53:09Z
dc.date.issued2019
dc.identifier.issn0361-476X
dc.identifier.doi10.1016/j.cedpsych.2019.02.002
dc.identifier.urihttp://hdl.handle.net/10072/384434
dc.description.abstractIn this study, we examined whether high-school students experienced optimal educational and well-being outcomes when they perceived that they and their classmates received an equal, rather than unequal, and high amount of autonomy support from teachers. In a prospective study that aimed to predict academic grades and well-being outcomes, surface analyses of polynomial regression equations pointed that perceptions of equal autonomy support were the most optimal in terms of yielding highest levels of need satisfaction, autonomous forms of motivation and happiness with math courses. Additionally, in accordance with tenets of self-determination theory, we demonstrated that effects associated with perceptions of equal autonomy support were mediated by autonomous forms of motivation and psychological needs. Findings suggest that researchers and practitioners may be able to facilitate optimal educational and well-being outcomes by encouraging teachers to distribute autonomy support equally across students.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.relation.ispartofpagefrom33
dc.relation.ispartofpageto43
dc.relation.ispartofjournalContemporary Educational Psychology
dc.relation.ispartofvolume58
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchPsychology
dc.subject.fieldofresearchcode3904
dc.subject.fieldofresearchcode52
dc.titleDifferential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.description.versionAccepted Manuscript (AM)
gro.rights.copyright© 2019 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorHagger, Martin S.


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