The DOI matches its Crossref record; 45 of the 46 references it cites were found in a registry or an index.
Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching?
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“Similarly, experimental studies indicate that learners benefit from an autonomy-supportive teaching style, with participants' motivational differences affecting these effects only to a limited extent (e.g., Delrue et al. 2019b;De Meyer et al. 2016;Flünger et al. 2019).”
From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as De Meyer et al. 2016
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The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior
Deci, E. L., & Ryan, R. M. (2000) · Psychological Inquiry · doi:10.1207/s15327965pli1104_01 · Cited by 34,210
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581
To parcel or not to parcel: Exploring the question, weighing the merits
Little, T. D., Cunningham, W. A., Shahar, G., & Widaman, K. F. (2002) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1207/s15328007sem0902_1 · Cited by 6,552
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Perceived locus of causality and internalization: Examining reasons for acting in two domains.
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Handbook of Research on Student Engagement
(2012) · doi:10.1007/978-1-4614-2018-7 · Cited by 3,050
Skinner, E. A., Edge, K., Altman, J., & Sherwood, H. (2003) · Psychological Bulletin · doi:10.1037/0033-2909.129.2.216 · Cited by 2,639
Handbook of Motivation at School
Wentzel, K. R., & Wigfield, A. (2009) · Routledge eBooks · doi:10.4324/9780203879498 · Cited by 2,521
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Basic psychological need theory: Advancements, critical themes, and future directions
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020) · Motivation and Emotion · doi:10.1007/s11031-019-09818-1 · Cited by 1,891
Self-citationAelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000293 · Cited by 614
Self-citationMarcos, F. M. L., Mouratidis, A. A., González, J. J. P., López-Gajardo, M. Á., & Sánchez‐Oliva, D. (2020) · Physical Education and Sport Pedagogy · doi:10.1080/17408989.2020.1850667 · Cited by 244
Delrue, J., Reynders, B., Broek, G. V., Aelterman, N., Backer, M. D., Decroos, S., Muynck, G. D., Fontaine, J. R. J., Fransen, K., Puyenbroeck, S. V., et al. (2018) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2018.08.008 · Cited by 201
Self-citationVansteenkiste, M., Aelterman, N., Haerens, L., & Soenens, B. (2019) · Advances in Motivation and Achievement · doi:10.1108/s0749-742320190000020004 · Cited by 169
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Metadata
- Authors
- De Meyer, J., Soenens, B., Vansteenkiste, M., Aelterman, N., Van Petegem, S., & Haerens, L.
- Affiliations
- Ghent University (BE)
- Venue
- Psychology of Sport and Exercise
- Publisher
- Elsevier BV
- Published
- 2016-01
- Volume
- 22
- Pages
- 72-82
- ISSN
- 1469-0292 (ISSN-L)
- OpenAlex
- W931264112
- Cited by
- 132
- References
- 46
- Citations by year
- 2026: 9 · 2025: 21 · 2024: 12 · 2023: 21 · 2022: 13 · 2021: 12 · 2020: 17 · 2019: 11 · 2018: 9 · 2017: 4 · 2016: 3
- FWCI
- 8.74
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Psychology of sport and exercise (publishedVersion)
- Dépôt institutionnel de l'Université libre de Bruxelles (Université Libre de Bruxelles) (submittedVersion, other-oa)
- Ghent University Academic Bibliography (Ghent University) (submittedVersion)
- Funders
- Applied Research of the University College Ghent
- Topics
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Social Sciences › Education › Physical Education and Pedagogy
- Social Sciences › Education › Physical education and sports games research
- Keywords
- autonomy support, physical education, student motivation, autonomous motivation, controlled motivation, need satisfaction, need frustration, student engagement, teacher beliefs, motivational regulation, teaching styles
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