Verbal and behavioral cues: creating an autonomy-supportive classroom

Teacher–student relationships, psychological need satisfaction, and happiness among diverse students

“…Numerous studies indicate that teachers who support positive teacher–student relationships promote autonomous motivation to learn (e.g., Froiland, Davison, & Worrell, ; Mantzicopoulos, Patrick, Strati, & Watson, ; Patrick, Ryan, & Kaplan, ; Su & Reeve, ; Young‐Jones, Cara, & Levesque‐Bristol, ). This finding is important because autonomous motivation to learn (i.e., seeing learning as important or enjoyable) has a robust positive effect on achievement via academic engagement (Di Domenico & Ryan, ; Froiland & Davison, ; Froiland & Oros, ; Froiland & Worrell, ), partly because autonomously motivated students often have a deeper purpose for learning, such as preparing to help others (Froiland & Worrell, ).…”

Predicting Chinese Adolescent Internet Gaming Addiction From Peer Context and Normative Beliefs About Aggression: A 2-Year Longitudinal Study

“…Numerous studies have demonstrated that adolescents who were more often victimized were also more likely to indulge in online games ( Zhou et al, 2014 ; Kim et al, 2015 ). The satisfaction theory of Internet addiction indicates that when the victimized individuals cannot get enough peer support in real life, they will play Internet games to try to meet psychological needs, thus causing excessive dependence on Internet games and even more difficulties with self-control themselves ( Swickert et al, 2002 ; Young-Jones et al, 2014 ). Online gaming, and role playing games in particular, may compensate for the negative effects of peer victimization by helping the adolescent build new relationships and regain confidence ( Morahan-Martin and Schumacher, 2003 ).…”

Supporting the well-being of student veterans and service members: Contextual factors and self-determination

“…To the contrary, the direct relation between perceived competence and AIM was not significant. There were no military samples with which to compare this finding, although it does contradict the seven college student studies (e.g., Simon et al, 2015;Young-Jones et al, 2014;Zook & Herman, 2011) that examined this relation and found it was significant. This may suggest that perceived competence is not salient to predicting intrinsic motivation for academics in SVSMs like it is in the broader college student population.…”

“…Relation to academic intrinsic motivation. Five studies were located that analyzed the relation between perceived academic competence and AIM in college student samples (Black & Deci, 2000;Garriott et al, 2015;Simon, Aulls, Dedic, Hubbard, & Hall, 2015;Young-Jones, Cara, & Levesque-Bristol, 2014;Zook & Herman, 2011). The relation was statistically significant in all of the studies, with correlations ranging from .27 to .58 (ps < .01).…”

“…Alternatively, cultural identity centrality did display significant correlations with perceived relatedness in non-college samples Relation to academic intrinsic motivation. Two studies were located that analyzed the relation between perceived academic relatedness and AIM in college student samples (Young- Jones et al, 2014;Zook & Herman, 2011). The relation was statistically significant in both of the studies, with correlations ranging from .22 to .45 (ps < .01).…”