Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom

Flunger B, Mayer A, Umbach N (2019)
Journal of Educational Psychology 111(2): 210-234.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor*in
Flunger, Barbara; Mayer, AxelUniBi; Umbach, Nora
Erscheinungsjahr
2019
Zeitschriftentitel
Journal of Educational Psychology
Band
111
Ausgabe
2
Seite(n)
210-234
ISSN
0022-0663
eISSN
1939-2176
Page URI
https://pub.uni-bielefeld.de/record/2955614

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Flunger B, Mayer A, Umbach N. Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom. Journal of Educational Psychology. 2019;111(2):210-234.
Flunger, B., Mayer, A., & Umbach, N. (2019). Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom. Journal of Educational Psychology, 111(2), 210-234. https://doi.org/10.1037/edu0000284
Flunger, B., Mayer, A., and Umbach, N. (2019). Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom. Journal of Educational Psychology 111, 210-234.
Flunger, B., Mayer, A., & Umbach, N., 2019. Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom. Journal of Educational Psychology, 111(2), p 210-234.
B. Flunger, A. Mayer, and N. Umbach, “Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom”, Journal of Educational Psychology, vol. 111, 2019, pp. 210-234.
Flunger, B., Mayer, A., Umbach, N.: Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom. Journal of Educational Psychology. 111, 210-234 (2019).
Flunger, Barbara, Mayer, Axel, and Umbach, Nora. “Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom”. Journal of Educational Psychology 111.2 (2019): 210-234.

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