Authors post type to be used in Publications post
April 24, 2014 by Walter
Fernet, C., Guay, F., Senecal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28, 514-525. PDF Full TextSend Email Austin, S., Senecal, C., Guay, F., & Nouwen, A. (2011). Effects of gender, age, and diabetes duration on dietary self-care...
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April 24, 2014 by Walter
Sheldon, K. M., & Ryan, R. M. (2025). Beyond reductionism: Understanding motivational energization requires higher-order constructs. Behavioral and Brain Sciences, 48, e44. doi: 10.1017/S0140525X24000438 Go to WebsiteSend Email Sezer, B., Riddell, H., Gucciardi, D. F., Sheldon, K. M., Sedikides, C., Vasconcellos, D., Jackson, B., Thogersen-Ntoumani, C., & Ntoumanis, N. (2024). Goal motives, approach/avoidance appraisals, psychological...
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April 24, 2014 by Walter
Sheldon, K. M., & Ryan, R. M. (2025). Beyond reductionism: Understanding motivational energization requires higher-order constructs. Behavioral and Brain Sciences, 48, e44. doi: 10.1017/S0140525X24000438 Go to WebsiteSend Email Raine, K. E., Tucker, K. S., & Skinner, E. A. (2025). Exploring the pathways through which teacher support predicts changes in students’ academic coping across the school...
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April 24, 2014 by Walter
Sheldon, K. M., & Ryan, R. M. (2025). Beyond reductionism: Understanding motivational energization requires higher-order constructs. Behavioral and Brain Sciences, 48, e44. doi: 10.1017/S0140525X24000438 Go to WebsiteSend Email Raine, K. E., Tucker, K. S., & Skinner, E. A. (2025). Exploring the pathways through which teacher support predicts changes in students’ academic coping across the school...
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April 24, 2014 by Walter
Sheldon, K. M., & Ryan, R. M. (2025). Beyond reductionism: Understanding motivational energization requires higher-order constructs. Behavioral and Brain Sciences, 48, e44. doi: 10.1017/S0140525X24000438 Go to WebsiteSend Email Raine, K. E., Tucker, K. S., & Skinner, E. A. (2025). Exploring the pathways through which teacher support predicts changes in students’ academic coping across the school...
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April 24, 2014 by Walter
Sheldon, K. M., & Ryan, R. M. (2025). Beyond reductionism: Understanding motivational energization requires higher-order constructs. Behavioral and Brain Sciences, 48, e44. doi: 10.1017/S0140525X24000438 Go to WebsiteSend Email Raine, K. E., Tucker, K. S., & Skinner, E. A. (2025). Exploring the pathways through which teacher support predicts changes in students’ academic coping across the school...
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April 24, 2014 by Walter
Sheldon, K. M., & Ryan, R. M. (2025). Beyond reductionism: Understanding motivational energization requires higher-order constructs. Behavioral and Brain Sciences, 48, e44. doi: 10.1017/S0140525X24000438 Go to WebsiteSend Email Raine, K. E., Tucker, K. S., & Skinner, E. A. (2025). Exploring the pathways through which teacher support predicts changes in students’ academic coping across the school...
Continue Reading
April 24, 2014 by Walter
Sheldon, K. M., & Ryan, R. M. (2025). Beyond reductionism: Understanding motivational energization requires higher-order constructs. Behavioral and Brain Sciences, 48, e44. doi: 10.1017/S0140525X24000438 Go to WebsiteSend Email Raine, K. E., Tucker, K. S., & Skinner, E. A. (2025). Exploring the pathways through which teacher support predicts changes in students’ academic coping across the school...
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April 24, 2014 by Walter
Wang, C. K. J., Reeve, J., Liu, W. C., Kee, Y. H., Ng, B., Chua, L. L., & Kong, L. C. (2025). An autonomy-supportive intervention program for STEM teachers to enhance engagement among students. Heliyon, 11, e42150. doi: 10.1016/j.heliyon.2025.e42150 Go to WebsitePDF Full TextSend Email Sheldon, K. M., & Ryan, R. M. (2025). Beyond reductionism:...
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