A conditional process model of children's behavioral engagement and behavioral disaffection in sport based on self-determination theory.

Behavioural Engagement and Behavioural Disaffection in Sport Based on Self-determination a Conditional Process Model of Children's Behavioural Engagement and Behavioural 6 Disaffection in Sport Based on Self-determination Theory

A conditional process model of children's behavioral engagement and behavioral disaffection in sport based on self-determination theory. This version is made available in accordance with publisher policies. Please cite only the published version using the reference above.

A conditional process model of children’s behavioural engagement and behavioural disaffection in sport based on self-determination theory

Engagement and Motivation in EFL Classroom: Humanizing the Coursebook or Autonomy-supportive Teaching Climate?

Humanizing language learning materials helps language teachers to design activities that are linked to learn- ers’ lives and experiences. This can result in higher motivation and engagement in the process of foreign language learning. Self-determination theory-based instruction enhances learners’ engagement and motiva- tion through supporting the basic psychological needs for autonomy, competen...

The Model of Motivational Dynamics in Sport: Resistance to Peer Influence, Behavioral Engagement and Disaffection, Dispositional Coping, and Resilience

The Model of Motivational Dynamics (MMD; Skinner and Pitzer, 2012) infers that peers influence behavioral engagement levels, which in turn is linked to coping and resilience. Scholars, however, are yet to test the MMD among an athletic population. The purpose of this paper was to assess an a priori model that included key constructs from the MMD, such as resistance to peer influence, behavioral...

Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic?

A study of 805 4th through 7th graders used a model of motivational development to guide the investigation of the internal dynamics of 4 indicators of behavioral and emotional engagement and disaffection and the facilitative effects of teacher support and 3 student self-perceptions (competence, autonomy, and relatedness) on changes in these indicators over the school year. In terms of internal ...