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How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

Ruzek, Erik A. et al.

Learning and instruction. Volume 42 (2016, April); pp 95-103 -- Elsevier

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The influence of achievement goals on collaborative interactions and knowledge convergence

Mercier, Emma M.

Learning and instruction. Volume 50 (2017); pp 31-43 -- Elsevier

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The influence of achievement goals on collaborative interactions and knowledge convergence

Mercier, Emma M.

Learning and instruction. Volume 50 (2017, August); pp 31-43 -- Elsevier

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Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?

Arens, A. Katrin; Morin, Alexandre J.S.; Watermann, Rainer

Learning and instruction. Volume 39 (2015, October); pp 184-193 -- Elsevier

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Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs

Fryer, Luke K.; Ainley, Mary

Learning and instruction. Volume 60 (2019); pp 252-262 -- Elsevier

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Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs

Fryer, Luke K.; Ainley, Mary

Learning and instruction. Volume 60: (2019, April); pp 252-262 -- Elsevier

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Using expectancy-value theory to understand academic self-control

Galla, Brian M.; Amemiya, Jamie; Wang, Ming-Te

Learning and instruction. Volume 58 (2018); pp 22-33 -- Elsevier

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Using expectancy-value theory to understand academic self-control

Galla, Brian M.; Amemiya, Jamie; Wang, Ming-Te

Learning and instruction. Volume 58: (2018, December); pp 22-33 -- Elsevier

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