Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.
Year: 2017
Type: article
Study design: Observational Study
DOI: 10.1037/edu0000214
Institution: The University of Texas at Austin
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: closed
Funder: William T. Grant Foundation
Award: G1574095658
OpenAlex ID: W2622700099