References
- Adiyemi, B. (2008). Effects of cooperative learning and problem-solving strategies on school student's achievement in social studies. Electronic Journal of research in Educational Psychology. 6(3), 2008, 691-708.
- Ahmad, W.F., Shafie, A., &Janier, J.B. (2007). Students' perceptions towards Blended Learning in teaching and learning Mathematics: Application on integration. Retrieved from http://atcm.mathandtech.org/EP2008/papers_full/2412008_15274.pdf
- Alexander, P.A. (2005). Psychology in learning and instruction. Columbus, OH: Prentice Hall.
- Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours in predicting student's engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
- Atagi, R. (2002). Thailand Education Reform Project. School reform policy, final report, ADB TA 3585 THA. Retrieved from http://www.worldedreform.com/pub/fulltext2.pdf
- Bao, X., & Lam, S. (2008). Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children's motivation. Child Development, 79, 269-283.
- Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87-98.
- Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
- Boggiano, A.K., Flink, C., Sheilds, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students' self-determination: Effects on students' analytic problem - solving skills. Motivation and Emotion, 17,319-336. Bonwell & Eison, (1991). Active Learning: Creating Excitement in the Classroom. ERIC Digest, Washington D.C.: ERIC Clearinghouse on Higher Education.
- Cambell, D.T. & Stanley, J.C. (1979). Quasi -Experimentation: Design and Analysis for Field Settings. Rand Mc Nally, Chicago, Illinois.
- Cohen, L., & Manion, L., & Morrison, K., (2003). Research Methods in Education, London: Routledge.
- Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: The selfdetermination theory perspective. Journal of Personality, 62, 119-142.
- Deci, E. L., La Guardia, J. G., Moller, A. C., Scheiner, M. J., & Ryan, R. M. (2006). On the benefits of giving as well as receiving autonomy support: Mutuality in close friendships. Personality and Social Psychology Bulletin, 32, 313-327.
- Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1-27.
- Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
- Deci, E. L., Koestner, R., & Ryan, R. M. (1999). The undermining effect is a reality after all: Extrinsic rewards, task interest, and self-determination. Psychological Bulletin, 125, 692-700.
- Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development and health. Canadian Psychology, 49, 182-185.
- Deci, E. L., & Ryan, R. M. (2000). The
- Deci, E. L. & Ryan, R. M. (1987). The support of autonomy and the control of behaviour. Journal of Personality and Social Psychology, 53, 1024-1037.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination inhuman behaviour. New York: Plenum.
- Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165-183.
- Deci, E.L., Schwartz, A.J., Sheinman, L., & Ryan, R.M. (1981). An instrument to assess adult's orientation towards control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Education Psychology, 73, 642-650.
- Deci, E. L., Speigel, N. H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). The effects of performance standards on teaching styles: The behaviour of controlling teachers. Journal of Educational Psychology, 74, 852-859.
- Deci, E. L., &Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Recherché di Psichologia, 27, 17-34.
- Estes, C. (2004). Promoting Student-Centred Learning in Experiential Education. Journal of Experiential Education, 27(2), 141-161.
- Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford, CA: Stanford University Press.
- Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology, 59, 916-924.
- Fry. G. W. (2002a, September). The Evolution of Educational Reform in Thailand
- Gay, L.R., & Airasian, P. (2003). Educational Research: Competencies for Analysis and Applications (7th Ed). New Jersey: Prentice Hall.
- Hang, T.B. (2008). Children's feeling of autonomy with respect to school. A comparative study between France and Viet-Nam. (Unpublished doctoral dissertation). Education and sciences. University of Paris, France.
- Little, D. (2000, September). We're all in it together: Exploring the interdependence of teacher and learner autonomy. Paper presented at Autonomy 2000, University of Helsinki Language Centre. Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20, 1, 71-94. Littlewood, W. (1999). Questioning some assumptions about East Asian learners. HKBU Papers in Applied Language Studies, 4, 152-153.
- McComb, B., & Whisler, J. S. (1997). The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. San Francisco: Jossey-Bass
- Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children's behaviour and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791.
- Pintrich, P.R., & Schunk, D.H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs: Prentice Hall.
- Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236
- Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537- 548.
- Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 31-60). Greenwich, CT: Information Age Press. Reeve, J. & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.
- Renninger, K. A., &Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield& J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). NewYork: Academic.
- Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774.
- Roth, G., Kanat-Maymon, Y, Assor, A., & Kaplan, A. (2006). Assessing the experience of autonomy in new cultures and contexts. Motivation and Emotion, 30, 365-376.
- Rudy, D., Sheldon, K. M., Awong, T., & Tan, H. H. (2007). Autonomy, culture, and well-being: The benefits of inclusive autonomy. Journal of Research in Personality, 41, 983-1007.
- Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy and the self in psychological development. In J. Jacobs (Ed.), Nebraskasymposium on motivation: Developmental perspectives on motivation (Vol.40, pp. 1-56). Lincoln, NE: University of Nebraska Press.
- Ryan. R.M. & Connell, J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
- Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in non-directed text learning. Learning and Individual Differences, 2, 1-17.
- Ryan, R. M., & Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74, 1557-1586.
- Ryan, R. M., & Deci, E. L. (2002a). An overview of self-determination theory. In E.L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp.3-33). Rochester, NY: University of Rochester Press.
- Ryan, R. M., & Deci, E. L. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
- Ryan, R. &Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.
- Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Ego-involved persistence: When free-choice behaviour is not intrinsically motivated. Motivation and Emotion, 15, 185-205.
- Ryan, R. M., Stiller, J., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, 226-249.
- Sansone, C., & Thomas, D. B. (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10(3), 175-186.
- Sarrazin, P. G., Tessier, D. P., Pelletier, L. G., Trouilloud, D. O., & Chanal, J. P. (2006). The effects of teachers' expectations about students' motivation on teachers' autonomy-supportive and controlling behaviours. International Journal of Sport and Exercise Psychology, 4, 283-301.
- Savani, K., Markus, H. R., & Conner, A. L. (2008). Let your preference be your guide? Preference and choices are more tightly linked for North Americans than for Indians. Journal of Personality and Social Psychology, 95(4), 861- 876.regulation. European Psychologist, 10(3), 175-186.
- Skinner, B.F. (1953). Science and Human Behaviour. New York: Macmillan
- Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behaviour and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
- Tabachnick, B.G., & Fidell, L. S. (2007). Using Multivariate Statistics, (5th ed). Boston: Allyn and Bacon
- Urdan, T., & Turner, J. C. (2005). Competence motivation in the classroom. In A. J.Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 297-317). New York: The Guilford Press.
- Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., et al. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational & Psychological Measurement, 53, 159-172.
- Williams, G. C. (2002). Improving patients' health through supporting the autonomy of patients and providers. In E. L. Deci, & R. M. Ryan (Eds). Handbook of self-determination research (pp. 233-254). Rochester, NY: University Of Rochester Press
- Wlodkowski, R. J., & Jaynes, J.H. (1990). Eager to Learn: Helping Children Become Motivated and Love Learning. San Francisco: Jossey-Bass.
- Adiyemi, B. (2008). Effects of cooperative learning and problem-solving strategies on school student's achievement in social studies. Electronic Journal of research in Educational Psychology. 6(3), 2008, 691-708.
- Ahmad, W.F., Shafie, A., &Janier, J.B. (2007). Students' perceptions towards Blended Learning in teaching and learning Mathematics: Application on integration. Retrieved from http://atcm.mathandtech.org/EP2008/papers_full/2412008_15274.pdf
- Alexander, P.A. (2005). Psychology in learning and instruction. Columbus, OH: Prentice Hall.
- Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours in predicting student's engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.
- Atagi, R. (2002). Thailand Education Reform Project. School reform policy, final report, ADB TA 3585 THA. Retrieved from http://www.worldedreform.com/pub/fulltext2.pdf
- Bao, X., & Lam, S. (2008). Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children's motivation. Child Development, 79, 269-283.
- Bergin, D. A. (1999). Influences on classroom interest. Educational Psychologist, 34(2), 87-98.
- Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
- Boggiano, A.K., Flink, C., Sheilds, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students' self-determination: Effects on students' analytic problem - solving skills. Motivation and Emotion, 17,319-336. Bonwell & Eison, (1991). Active Learning: Creating Excitement in the Classroom. ERIC Digest, Washington D.C.: ERIC Clearinghouse on Higher Education.
- Cambell, D.T. & Stanley, J.C. (1979). Quasi -Experimentation: Design and Analysis for Field Settings. Rand Mc Nally, Chicago, Illinois.
- Cohen, L., & Manion, L., & Morrison, K., (2003). Research Methods in Education, London: Routledge.
- Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. (1994). Facilitating internalization: The selfdetermination theory perspective. Journal of Personality, 62, 119-142.
- Deci, E. L., La Guardia, J. G., Moller, A. C., Scheiner, M. J., & Ryan, R. M. (2006). On the benefits of giving as well as receiving autonomy support: Mutuality in close friendships. Personality and Social Psychology Bulletin, 32, 313-327.
- Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71, 1-27.
- Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668.
- Deci, E. L., Koestner, R., & Ryan, R. M. (1999). The undermining effect is a reality after all: Extrinsic rewards, task interest, and self-determination. Psychological Bulletin, 125, 692-700.
- Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development and health. Canadian Psychology, 49, 182-185.
- Deci, E. L., & Ryan, R. M. (2000). The
- Deci, E. L. & Ryan, R. M. (1987). The support of autonomy and the control of behaviour. Journal of Personality and Social Psychology, 53, 1024-1037.
- Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination inhuman behaviour. New York: Plenum.
- Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165-183.
- Deci, E.L., Schwartz, A.J., Sheinman, L., & Ryan, R.M. (1981). An instrument to assess adult's orientation towards control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Education Psychology, 73, 642-650.
- Deci, E. L., Speigel, N. H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). The effects of performance standards on teaching styles: The behaviour of controlling teachers. Journal of Educational Psychology, 74, 852-859.
- Deci, E. L., &Vansteenkiste, M. (2004). Self-determination theory and basic need satisfaction: Understanding human development in positive psychology. Recherché di Psichologia, 27, 17-34.
- Estes, C. (2004). Promoting Student-Centred Learning in Experiential Education. Journal of Experiential Education, 27(2), 141-161.
- Festinger, L. (1957). A Theory of Cognitive Dissonance. Stanford, CA: Stanford University Press.
- Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology, 59, 916-924.
- Fry. G. W. (2002a, September). The Evolution of Educational Reform in Thailand
- Gay, L.R., & Airasian, P. (2003). Educational Research: Competencies for Analysis and Applications (7th Ed). New Jersey: Prentice Hall.
- Hang, T.B. (2008). Children's feeling of autonomy with respect to school. A comparative study between France and Viet-Nam. (Unpublished doctoral dissertation). Education and sciences. University of Paris, France.
- Little, D. (2000, September). We're all in it together: Exploring the interdependence of teacher and learner autonomy. Paper presented at Autonomy 2000, University of Helsinki Language Centre. Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20, 1, 71-94. Littlewood, W. (1999). Questioning some assumptions about East Asian learners. HKBU Papers in Applied Language Studies, 4, 152-153.
- McComb, B., & Whisler, J. S. (1997). The Learner-Centered Classroom and School: Strategies for Increasing Student Motivation and Achievement. San Francisco: Jossey-Bass
- Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children's behaviour and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791.
- Pintrich, P.R., & Schunk, D.H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs: Prentice Hall.
- Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236
- Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537- 548.
- Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 31-60). Greenwich, CT: Information Age Press. Reeve, J. & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.
- Renninger, K. A., &Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield& J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). NewYork: Academic.
- Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774.
- Roth, G., Kanat-Maymon, Y, Assor, A., & Kaplan, A. (2006). Assessing the experience of autonomy in new cultures and contexts. Motivation and Emotion, 30, 365-376.
- Rudy, D., Sheldon, K. M., Awong, T., & Tan, H. H. (2007). Autonomy, culture, and well-being: The benefits of inclusive autonomy. Journal of Research in Personality, 41, 983-1007.
- Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy and the self in psychological development. In J. Jacobs (Ed.), Nebraskasymposium on motivation: Developmental perspectives on motivation (Vol.40, pp. 1-56). Lincoln, NE: University of Nebraska Press.
- Ryan. R.M. & Connell, J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
- Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in non-directed text learning. Learning and Individual Differences, 2, 1-17.
- Ryan, R. M., & Deci, E. L. (2006). Self-regulation and the problem of human autonomy: Does psychology need choice, self-determination, and will? Journal of Personality, 74, 1557-1586.
- Ryan, R. M., & Deci, E. L. (2002a). An overview of self-determination theory. In E.L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp.3-33). Rochester, NY: University of Rochester Press.
- Ryan, R. M., & Deci, E. L. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
- Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
- Ryan, R. &Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.
- Ryan, R. M., Koestner, R., & Deci, E. L. (1991). Ego-involved persistence: When free-choice behaviour is not intrinsically motivated. Motivation and Emotion, 15, 185-205.
- Ryan, R. M., Stiller, J., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, 226-249.
- Sansone, C., & Thomas, D. B. (2005). Interest as the missing motivator in self-regulation. European Psychologist, 10(3), 175-186.
- Sarrazin, P. G., Tessier, D. P., Pelletier, L. G., Trouilloud, D. O., & Chanal, J. P. (2006). The effects of teachers' expectations about students' motivation on teachers' autonomy-supportive and controlling behaviours. International Journal of Sport and Exercise Psychology, 4, 283-301.
- Savani, K., Markus, H. R., & Conner, A. L. (2008). Let your preference be your guide? Preference and choices are more tightly linked for North Americans than for Indians. Journal of Personality and Social Psychology, 95(4), 861- 876.regulation. European Psychologist, 10(3), 175-186.
- Skinner, B.F. (1953). Science and Human Behaviour. New York: Macmillan
- Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behaviour and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
- Tabachnick, B.G., & Fidell, L. S. (2007). Using Multivariate Statistics, (5th ed). Boston: Allyn and Bacon
- Urdan, T., & Turner, J. C. (2005). Competence motivation in the classroom. In A. J.Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 297-317). New York: The Guilford Press.
- Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., et al. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational & Psychological Measurement, 53, 159-172.
- Williams, G. C. (2002). Improving patients' health through supporting the autonomy of patients and providers. In E. L. Deci, & R. M. Ryan (Eds). Handbook of self-determination research (pp. 233-254). Rochester, NY: University Of Rochester Press
- Wlodkowski, R. J., & Jaynes, J.H. (1990). Eager to Learn: Helping Children Become Motivated and Love Learning. San Francisco: Jossey-Bass.
Cite this article
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APA : khalid, R., Nader, M., & Khanam, A. (2020). A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan. Global Regional Review, V(I), 108-118. https://doi.org/10.31703/grr.2020(V-I).14
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CHICAGO : khalid, Roshi, Moafia Nader, and Afifa Khanam. 2020. "A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan." Global Regional Review, V (I): 108-118 doi: 10.31703/grr.2020(V-I).14
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HARVARD : KHALID, R., NADER, M. & KHANAM, A. 2020. A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan. Global Regional Review, V, 108-118.
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MHRA : khalid, Roshi, Moafia Nader, and Afifa Khanam. 2020. "A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan." Global Regional Review, V: 108-118
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MLA : khalid, Roshi, Moafia Nader, and Afifa Khanam. "A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan." Global Regional Review, V.I (2020): 108-118 Print.
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OXFORD : khalid, Roshi, Nader, Moafia, and Khanam, Afifa (2020), "A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan", Global Regional Review, V (I), 108-118
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TURABIAN : khalid, Roshi, Moafia Nader, and Afifa Khanam. "A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan." Global Regional Review V, no. I (2020): 108-118. https://doi.org/10.31703/grr.2020(V-I).14