ArticleFrontiers in psychology2017
Longitudinal Effects of Student-Perceived Classroom Support on Motivation - A Latent Change Model.
Article in Frontiers in psychology, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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Who cites it
4 citing papers in PubMed.
- Classroom participation among Chinese private college students: the role of teacher-student interaction, peer relationships, and learning motivation.Frontiers in psychology · 2026Article
- The longitudinal effect of perceived person-environment fit on academic trajectories and the mediating role of self-concepts and expectations of success.European journal of psychology of education = Journal europeen de psychologie de l'education · 2026Article
- Students' relationship quality in class: Exploring latent profiles, latent transitions and links to student motivation.The British journal of educational psychology · 2025Article
- Changes in United States Latino/a High School Students' Science Motivational Beliefs: Within Group Differences Across Science Subjects, Gender, Immigrant Status, and Perceived Support.Frontiers in psychology · 2019Article
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Authors and funding
2 authors.
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Abstract
This two-wave longitudinal study examined how developmental changes in students' mastery goal orientation, academic effort, and intrinsic motivation were predicted by student-perceived support of motivational support (support for autonomy, competence, and relatedness) in secondary classrooms. The study extends previous knowledge that showed that support for motivational support in class is related to students' intrinsic motivation as it focused on the developmental changes of a set of different motivational variables and the relations of these changes to student-perceived motivational support in class. Thus, differential classroom effects on students' motivational development were investigated. A sample of 1088 German students was assessed in the beginning of the school year when students were in grade 8 (
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