Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21379
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dc.contributor.authorWang, John C. K.en_US
dc.contributor.authorLiu, Woon Chaien_US
dc.contributor.authorKee, Ying Hwaen_US
dc.contributor.authorChian, Lit Khoonen_US
dc.date.accessioned2019-09-03T07:58:49Z-
dc.date.available2019-09-03T07:58:49Z-
dc.date.issued2019-
dc.identifier10.1016/j.heliyon.2019.e01983-
dc.identifier.citationWang, J. C. K., Liu, W. C., Kee, Y. H., & Chian, L. K. (2019). Competence, autonomy, and relatedness in the classroom: Understanding students’ motivational processes using the self-determination theory. Heliyon, 5. https://doi.org/10.1016/j.heliyon.2019.e01983en_US
dc.identifier.issn2405-8440 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/21379-
dc.description.abstractThe purpose of the current study is to examine the relationships between need satisfaction, motivation, and outcomes as well as the differential effects of the three psychological needs. The sample consisted of 1549 students from 10 secondary schools in Singapore. Structural equation modelling (SEM) analysis showed that students’ psychological needs are positively related to autonomous motivation, and this in turn, lead to higher enjoyment, value and lower pressure. On the other hand, the three psychological needs were negatively related to controlled motivation. Controlled motivation was positively related to pressure but negatively related to enjoyment and value. In terms of the differential effects of the three psychological needs, relatedness contributed strongly to autonomous motivation, compared to autonomy and competence. In contrast, while autonomy and relatedness contributed to controlled motivation negatively, competence positively predicted controlled motivation. Finally, competence was found to link to pressure in a negative way. In summary, the findings of the current study provide support to the propositions of SDT and add some insight to the differential effects of the three psychological needs.en_US
dc.description.urihttps://doi.org/10.1016/j.heliyon.2019.e01983-
dc.language.isoenen_US
dc.relationThe dataset for this journal article is available in the NIE Data Repository at https://doi.org/10.25340/R4/X4WGVF-
dc.subjectEducationen_US
dc.subjectNeed satisfactionen_US
dc.subjectMotivationen_US
dc.subjectAutonomous motivationen_US
dc.subjectControlled motivationen_US
dc.subjectSelf-determination theoryen_US
dc.titleCompetence, autonomy, and relatedness in the classroom: Understanding students’ motivational processes using the self-determination theoryen_US
dc.typeArticleen_US
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