Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French
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Each part of the tested model has previously been tested and some causal links verified.
“each part of the tested model (Figure 2) has previously been tested and some causal links verified (Froiland, 2011; Guay et al., 2016; Hausmann et al., 2009; Patall et al., 2010)”
From Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations (2022) · cites this paper as Guay et al., 2016
Cites
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 27,815 · see citing works
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428 · see citing works
Kühberger, A., Fritz, A., & Scherndl, T. (2014) · PLoS ONE · doi:10.1371/journal.pone.0105825 · Cited by 399 · see citing works
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Ryan, R. M., & Deci, E. L. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101860 · Cited by 6,037 · see citing works
Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022) · Review of Educational Research · doi:10.3102/00346543211042426 · Cited by 414 · see citing works
“Specifically, even though each part of the tested model (Figure 2) has previously been tested and some causal links verified (Froiland, 2011; Guay et al., 2016; Hausmann et al., 2009; Patall et al., 2010), the current study cannot speak definitively on the issue of causality as our results may be…”
ResultSelf-citationFernet, C., Trépanier, S.-G., Austin, S., & Levesque-Côté, J. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.07.019 · Cited by 126 · see citing works
Garn, A. C., Morin, A. J. S., & Lonsdale, C. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000283 · Cited by 92 · see citing works
Novelty–variety as a candidate basic psychological need: New evidence across three studies
Bagheri, L., & Milyavskaya, M. (2020) · Motivation and Emotion · doi:10.1007/s11031-019-09807-4 · Cited by 74 · see citing works
- Authors
- Guay, F., Valois, P., Falardeau, É., & Lessard, V.
- Affiliations
- Université Laval (CA)
- Corresponding author
- Guay, Frédéric
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2016-01
- Volume
- 45
- Pages
- 291-298
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W2184818192
- Cited by
- 50
- References
- 3
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 3 · 2023: 6 · 2022: 9 · 2021: 7 · 2020: 8 · 2019: 3 · 2018: 4 · 2017: 4 · 2016: 2
- FWCI
- 16.66
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Learning and Individual Differences (publishedVersion)
- Corpus Université Laval (Université Laval) (submittedVersion)
- Funders
- Canada Research Chair Program (201844)
- Social Sciences and Humanities Research Council of Canada (410-2009-1783)
- Fonds de Recherche sur la Société et la Culture (13915)
- Topics
- Social Sciences › Education › Teacher Education and Leadership Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Keywords
- teacher professional development, teaching practice, student motivation, intrinsic motivation, written French, French as a foreign language, elementary school students, autonomy support, authentic tasks, teacher collaboration, language achievement
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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