Dušana D. Šakan, Faculty of Law and Business Studies dr Lazar Vrkatić, Novi Sad, Serbia, e-mail: dusana.sakan@flv.edu.rs
Иновације у настави, XXXVI, 2023/2, стр. 103–125

| PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2302103S

Abstract: The aim of this research was to test whether students’ school level (primary school or secondary school level) has a significantly moderating impact on relationships between students’ perception of teachers’ motivating styles (autonomy, structure and involvement support) and students’ academic motivation (intrinsic, extrinsic, introjected motivation and amotivation) in the context of science-mathematics and socio-linguistics subjects. The sample was comprised of 494 students (females = 57.9%) divided into two school levels: 1) students in the final grades of primary school (53.8%); and 2) students in the first two grades of secondary school (46.2%). The results of the moderation analyses indicated that school level did not have a significant moderate influence on the tested relations in the context of socio-linguistic subjects, while it did in the context of science-mathematics subjects. The results of the simple slope tests indicated that the perceived structure support had a positive effect on the realization of intrinsic motivation, especially in the younger respondents, and that both perceived autonomy support and structure support displayed a negative association with amotivation in both age groups of students in the context of the science-mathematics subjects, but that these effects were stronger in the younger respondents. The results offer new insights into how teachers’ motivational styles may influence different aspects of students’ motivation to learn science-mathematics and socio-linguistics subjects in students at different school levels.

Keywords: academic motivation, school level, Self-Determination Theory, teachers’ motivating styles.

Душана Д. Шакан
Факултет за правне и пословне студије др Лазар Вркатић,
Нови Сад, Србија

АКАДЕМСКА МОТИВАЦИЈА У ОСНОВНОЈ И СРЕДЊОЈ ШКОЛИ:
УЛОГА ПЕРЦИПИРАНИХ МОТИВАЦИОНИХ СТИЛОВА НАСТАВНИКА

Према теорији самоодређења (ТСО), а посебно на основу премиса теорија когнитивне евалуације и организмичке интеграције, мотивација се може посматрати као сложен и вишеструк психолошки феномен. Приступ ТСО разумевању овог феномена огледа се у напуштању традиционалне дихотомије и промовисању идеје да, осим варирања у интензитету, мотивација варира и по врсти, те да је, у том смислу, могуће разликовати три типа: амотивацију, спољашњу мотивацију (која се на основу степена самоодређења и перципираног локуса контроле поткрепљења дели на спољашњу, интројектовану и идентификовану регулацију) и унутрашњу мотивацију. У дијалектичком односу размене ученика и наставника, сходно претпоставци о три базичне психолошке потребе за аутономијом, компетенцијом и повезаношћу, разликују се три мотивациона стила наставника – подршка аутономији, подршка структури и подршка укључености, који су универзално (не)ефективни јер (не)задовољавају базичне психолошке потребе сваког појединца. Већина истраживања у домену мотивационих аспеката школског постигнућа указује да постоје значајне разлике у мотивацији за учење код ученика средњих школа у односу на ученике основних школа, и то посебно у нижој изражености више аутономних облика мотивације као што су унутрашња и идентификована мотивација. Неке студије указују да се посебан пад у мотивацији очитује у контексту учења природно-математичких предмета, а нешто мање у контексту друштвено-хуманистичких предмета. С обзиром на то да значајну улогу у поспешивању мотивације за учење код ученика имају наставници, циљ овог истраживања био је да се испита да ли ниво образовања (основни и средњи ниво) модерира релације између перципираних мотивационих стилова наставника и академске мотивације ученика у контексту друштвено-хуманистичких и природно-математичких предмета. Скале за мерење перципираних мотивационих стилова наставника (подршка аутономији, подршка
структури и подршка повезаности) и за мерење различитих аспеката академске мотивације (интринзичка мотивација, екстринзичка мотивација, интројектована мотивација и амотивација) примењене су на узорку од 494 ученика (57,9% испитаница) у два нивоа образовања – код ученика завршних разреда основних школа (53,8%) и ученика средњих школа (46,2%). Како би се проверили ефекти перципираних мотивационих стилова наставника на академску мотивацију ученика различитог нивоа образовања, спроведене су анализе модерације. У статус предиктора укључени су различити перципирани мотивациони стилови наставника, модератор је био ниво образовања, а у статусу критеријума били су различити аспекти академске мотивације. Анализе су спроведене посебно за групу природно-математичких и друштвено-хуманистичких предмета. Тестом једноставног нагиба тестирано је да ли постоје значајни интеракцијски ефекти у предвиђању критеријума. Резултати модераторских анализа указују да у контексту друштвено-хуманистичких предмета ниво образовања нема значајну модерирајућу улогу, док у контексту природно-математичких предмета има. Прво, ниво образовања модерира релације између подршке структури и интринзичке мотивације. Друго, у објашњењу екстринзичке и интројектоване мотивације нема модерирајућих ефеката. Треће, ниво образовања модерира однос између подршке аутономији, подршке структури и амотивације. Резултати тестова једноставног нагиба индикују да подршка структури има позитиван ефекат на реализацију интринзичке мотивације, посебно код млађих ученика, да подршка аутономији и подршка структури имају ефекат на пад амотивације у обе узрасне групе, али посебно код млађих ученика. Резултати су појаснили како наставници могу утицати на различите аспекте мотивације за учење природно-математичких предмета и друштвено-хуманистичких предмета код ученика основне и средње школе. У оквиру педагошких импликација резултати ове студије претендују да понуде смернице за креирање педагошких програма за наставнике ради поспешивања њихових компетенција.

Кључне речи: мотивациони стилови наставника, академска мотивација, ниво образовања, теорија самоодређења

References:

• Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., and Reeve, J. (2018). Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach. Journal of Educational Psychology, 111 (3). https://doi.org/10.1037/edu0000293
• Ahnert, L., Harwardt-Heinecke, E., Kappler, G., Eckstein, T. and Milatz, A. (2012). Student-teacher relationships and classroom climate in first grade: How do they relate to students’ stress regulation? Attachment and Human Development. 14 (3), 249‒263. https://doi.org/10.1080/14616734.2012.673277
• Anderman, E. M. and Midgley, C. (1997). Changes in achievement goal orientation, perceived academic competence, and grades across the transition to middle-level schools. Contemporary Educational Psychology. 22 (3), 269‒298. https://doi.org/10.1006/ceps.1996.0926
• Bartholomew, K. J., Ntoumanis, N., Mouratidis, A., Katartzi, E., Thøgersen-Ntoumani, C. and Vlachopoulos, S. (2018). Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction. 53, 50‒63. https://doi.org/10.1016/j.learninstruc.2017.07.006.
• Benner, A. D., Boyle, A. E. and Bakhtiari, F. (2017). Understanding Students’ Transition to High School: Demographic Variation and the Role of Supportive Relationships. Journal of Youth and Adolescence. 46 (10), 2129–2142. https://doi.org/10.1007/s10964-017-0716-2
• Bretherton, I. and Munholland, K. A. (2008). Internal working models in attachment relationships: Elaborating a central construct in attachment theory. In: Cassidy, J. and Shaver, P. R. (Eds.). Handbook of Attachment: Theory, research, and clinical applications (102‒127). New York: Guilford Press.
• Brophy, J. E. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist. 34 (2), 75‒85. https://doi.org/10.1207/s15326985ep3402_1
• Bru, E., Stornes, T., Munthe, E. and Thuen, E. (2010). Students’ perception of teacher support across the transition from primary to secondary school. Scandinavian Journal of Educational Research. 54 (6), 519‒533. https://doi.org/10.1080/00313831.2010.522842
• Chouinard, R., Roy, N., Archambault, I. and Smith, J. (2017). Relationships with Teachers and Achievement Motivation in the Context of the Transition to Secondary School. Interdisciplinary Education and Psychology. 2 (1), 1‒15. https://doi.org/10.31532/InterdiscipEducPsychol.2.1.001
• Ciani, K. D., Sheldon, K. M., Hilpert, J. C. and Easter, M. A. (2011). Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology. 81 (2), 223–243. https://doi.org/10.1348/000709910X517399
• Corpus, J. M., McClintic-Gilbert, M. and Hayenga, A. O. (2009). Within-year changes in children’s intrinsic and extrinsic motivational orientations: contextual predictors and academic outcomes. Contemporary Educational Psychology. 34 (2), 154‒166. https://doi.org/10.1016/j.cedpsych.2009.01.001
• Deci, E. L. and Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.
• Deci, E. L. and Ryan, R. M. (2012). Motivation, personality, and development whitin embedded social contexts: An overview of self-determination theory. In: Ryan, R. M. (Ed.). The Oxford handbook of human motivation (85‒107). Oxford: Oxford University Press.
• Deci, E. L., Schwartz, A. J., Sheinman, L. and Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology. 73 (5), 642‒650. https://doi.org/10.1037/0022-0663.73.5.642
• De Meyer, J., Soenens, B., Aelterman, N., De Bourdeaudhuij, I. and Haerens, L. (2016). The different faces of controlling teaching: Implications of a distinction between externally and internally controlling teaching for students’ motivation in physical education. Physical Education and Sport Pedagogy. 21, 632‒652. https://doi.org/10.1080/17408989.2015.1112777.
• Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C. and Iver, D. M. (1993). Development during adolescence: The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist. 48 (2), 90‒101. https://doi.org/10.1037//0003-066x.48.2.90
• Eccles, J. S., & Roeser, R. W. (2011). Schools as Developmental Contexts During Adolescence. Journal of Research on Adolescence. 21 (11), 225‒241. https://doi.org/10.1111/j.1532-7795.2010.00725.x
• Eccles, J. S., Wigfield, A. and Schiefele, U. (1998). Motivation to suceed. In: Eisenberg N., (Ed.). Handbook of child psychology: Vol 3. Social, emotional and personality development (5th ed.) (1017‒1095). New York: Wiley.
• Engels, M. C., Colpin, H., Van Leeuwen, K., Bijttebier, P., Van den Noortgate, W., Claes, S., Goossens, L. and Verschueren, K. (2017). School Engagement Trajectories in Adolescence: The Role of Peer Likeability and Popularity. Journal of School Psychology. 64, 61‒75. https://doi.org/10.1016/j.jsp.2017.04.006
• Feldlaufer, H., Midgley, C. and Eccles, J. S. (1988). Student, teachers, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence. 8, 133‒156. https://doi.org/10.1177/0272431688082003
• Gillet, N., Vallerand, R. J. and Lafrenière, M-A. K. (2012). Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support. Social Psychology and Education. 15 (1), 77‒95. https://doi.org/10.1007/s11218-011-9170-2
• Gillison, F., Standage, M. and Skevington, S. (2008). Changes in quality of life and psychological need satisfaction following the transition to secondary school. British Journal of Education. 78 (1), 149‒162. https://doi.org/10.1348/000709907X209863
• Gnambs, T. and Hanfstingl, B. (2016). The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology. 36 (9), 1691–1705. https://doi.org/10.1080/01443410.2015.1113236
• Gottfried, A. E., Fleming, J. and Gottfried, A. W. (2001). Continuity of academic motivation from childhood through late adolescence: a longitudinal study. Journal of Educational Psychology. 93 (1), 3‒13. https://doi.org/10.1037/0022-0663.93.1.3
• Grolnick, W. S., Friendly, R. W. and Bellas, V. M. (2009). Parenting and Childrens’ Motivation at school. In: Wentzel, K. R. & Wigfield, A. (Eds.). Handbook of Motivation at School (279‒300). New York, London: Routledge, Taylor & Francis Group.
• Grolnick, W. S. and Ryan, R. M. (1987). Autonomy in children’s learning: an experimental and individual difference investigation. Journal of Personality and Social Psychology. 52 (5), 890‒898. https://doi.org/10.1037/0022-3514.52.5.890
• Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientations in the classroom: motivational and informational components. Development Psychology. 17 (3), 300‒312. https://doi.org/10.1037/0012-1649.17.3.300
• Harter, S. and Jackson, B. K. (1992). Trait vs. nontrait conceptualizations of intrinsic/extrinsic motivational orientation. Motivation and Emotion. 16 (3), 209‒230. https://doi.org/10.1007/BF00991652
• Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London & New York: Routledge.
• Hayes, A. F. (2012). PROCESS: A versatile computational tool for observed variable mediation, moderation, and conditional process modeling [White paper]. Retrieved June 15, 2020 from http://www.afhayes.com/public/process2012.pdf.
• Henderlong, J. and Lepper, M. R. (2002). The effects of praise on children’s intrinsic motivation: A review and synthesis. Psychological Bulletin. 128 (5), 774‒795. https://doi.org/10.1037//0033-2909.128.5.774
• Hirsch, B. J. and Rapkin, B. D. (1987). The transition to junior high school: A longitudinal study of self-esteem, psychological symptomatology, school life, and social support. Child Development. 58 (5), 1235–1243. https://doi.org/10.2307/1130617
• Jeffrey, A. J., Auger, R. W. and Pepperell, J. L. (2013). “If we’re ever in trouble they’re always there”: A qualitative study of teacher-student caring. The Elementary School Journal. 114, 100‒117. https://doi.org/10.1086/671062
• Lalić-Vučetić, N. (2015). Postupci nastavnika u razvijanju motivacije učenika za učenje (doktorska disertacija). Beograd: Filozofski fakultet.
• Lalić-Vučetić, N. Z. i Mirkov, S. I. (2017). Motivacija za učenje, opažanje postupaka učitelja i doživljaj samoefikasnosti učenika u matematici i prirodnim naukama. Inovacije u nastavi. 2, 29‒48. https://doi.org/10.5937/inovacije1702029L
• Lepper, M. R., Sethi, S., Dialdin, D. and Drake, M. (1997). Intrinsic and extrinsic motivation: A developmental perspective. In: Luthar, S. S., Burack, J. A., Cicchetti, D. Weisz, J. R. (Eds.). Developmental psychopathology: Perspectives on adjustment, risk, and disorder (23–50). New York: Cambridge University Pres.
• Lepper, M. R., Henderlong Corpus, J. and Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: age differences and academic correlates. Journal of Educational Psychology. 97 (2), 184‒196. https://doi.org/10.1037/0022-0663.97.2.184
• Longobardi, C., Prino, L. E., Marengo, D. and Settanni, M. (2016). Student-teacher relationships as a protective factor for school adjustment during the transition from middle to high school. Frontiers in Psychology. 7, 1988. https://doi.org/10.3389/fpsyg.2016.01988
• Madjar, N. and Cohen-Malayev, M. (2016). Perceived school climate across the transition from elementary to middle school. School Psychology Quarterly. 31 (2), 270–288. https://doi.org/10.1037/spq0000129
• Mouratidis, M., Vansteenkiste, M., Lens, W. and Sideridis, G. (2008). The motivating role of positive feedback in sport and physical education: evidence for a motivational model. Journal of Sport and Exercise Psychology. 30 (2), 240‒268. https://doi.org/10.1123/jsep.30.2.240
• Noddings, N. (2013). Caring: A relational approach to ethics and moral education. Berkeley: University of California Press.
• O’Connor, E., Dearing, E. and Collins, B. (2011). Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School. American Educational Research Journal. 48 (1), 120‒162. https://doi.org/10.3102/0002831210365008
• Otis, N., Grouzet, F. M. E. and Pelletier, L. G. (2005). Latent motivational change in an academic setting: a 3-year longitudinal study. Journal of Educational Psychology. 97 (2), 170‒183. https://doi.org/10.1037/0022-0663.97.2.170
• Pianta, R. C. (2006). Classroom Management and Relationships Between Children and Teachers: Implications for Research and Practice. In: Evertson, C. M. and Weinstein, C. S. (Eds.). Handbook of classroom management: Research, practice, and contemporary issues (685–709). Lawrence Erlbaum Associates Publishers.
• Prewett, S. L., Bergin, D. A. and Huang, F. L. (2019). Student and teacher perceptions on student-teacher relationship quality: A middle school perspective. School Psychology International. 40 (1), 66‒87. https://doi.org/10.1177/0143034318807743
• Ratelle, C. F., Guay, F., Larose, S. and Senécal, C. (2004). Family Correlates of Trajectories of Academic Motivation During a School Transition: A Semiparametric Group-Based Approach. Journal of Educational Psychology. 96 (4), 743–754. https://doi.org/10.1037/0022-0663.96.4.743
• Reeve, J. (2002). Self-determination theory applied to educational settings. In: Deci, E. L. and Ryan, R. M. (Eds.). Handbook of self-determination research (183‒203). Rochester, NY: University of Rochester Press.
• Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist. 44 (3), 159‒175. https://doi.org/10.1080/00461520903028990
• Reeve, J., Jang, H., Carrell, D., Jeon, S. and Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion. 28, 147‒169. https://doi.org/10.1023/B:MOEM.0000032312.95499.6f
• Reeve, J. and Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory Into Practice. 59 (2), 150‒161. https://doi.org/10.1080/00405841.2019.1702451
• Ryan, R. M., Connell, J. P. and Grolnick, W. S. (1992). When achievement is not intrinsically motivated: A theory of internalization and self-regulation in school. In: Boggiano, A. K. and Pittman, T. S. (Eds.). Achievement and motivation (167‒188). New York: Cambridge University Press.
• Ryan, R. M. and Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist. 55 (1), 68‒78. https://doi.org/10.1037/0003-066X.55.1.68
• Ryan, R. M. and Deci, E. L. (2017). Self-determination Theory ‒ Basic psychological needs in motivation, development, and wellness. New York, London: Guilford Press.
• Ryan, R. M., Stiller, J. D. and Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. The Journal of Early Adolescence. 14 (2), 226‒249. https://doi.org/10.1177/027243169401400207
• Scales, P. C., Pekel, K., Sethi, J., Chamberlain, R. and Van Boekel, M. (2020). Academic Year Changes in Student-Teacher Developmental Relationships and Their Linkage to Middle and High School Students’ Motivation: A Mixed Methods Study. The Journal of Early Adolescence. 40 (4), 499–536. https://doi.org/10.1177/0272431619858414
• Scherrer, V. and Preckel, F. (2019). Development of Motivational Variables and Self-Esteem During the School Career: A Meta-Analysis of Longitudinal Studies. Review of Educational Research. 89 (2), 211–258. https://doi.org/10.3102/0034654318819127
• Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B. and Dochy, F. (2009). The synergistic relationship of perceived autonomy-support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology. 79 (1), 57‒68. https://doi.org/10.1348/000709908X304398
• Skinner, E. A. and Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement accross the school year. Journal of Educational Psychology. 85 (4), 571‒581. https://doi.org/10.1037/0022-0663.85.4.571
• Skinner, E. A., Furrer, C., Marchand, G. and Kindermann, T. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic? Journal of Educational Psychology. 100 (4), 765‒781. https://doi.org/10.1037/a0012840
• Soenens, B. and Vansteenkiste, M. (2010). A theoretical upgrade of the concept of parental psychological control: Proposing new insights on the basis of self-determination theory. Developmental Review. 30, 74–99. https://doi.org/10.1016/j.dr.2009.11.001
• Šarčević, D. (2015). Struktura akademske motivacije u ranoj adolescenciji prema teoriji samoodređenja [Structure of academic motivation in early adolescence based on Self-Determination Theory]. Zbornik Instituta za pedagoška istraživanja. 47 (2), 222‒249. https://doi.org/10.2298/ZIPI1502222S
• Šakan, D. and Manasijević, M. (2018). Postignuće učenika u matematici u TIMSS 2015 – efekti različitih načina rada učitelja. U: Pavlović Babić, D., Jovanović, D. i Simić, N. (ur.). Zbornik radova Dijalozi u obrazovanju 2017 (61‒77). [The effects of different teaching strategies on students’ math achievement in TIMSS2015. In: Pavlović Babić, D., Jovanović, D. and Simić, N. (Eds.). Dialogues in education]. Belgrade: Educational research association of Serbia.
• Šakan, D. (2020). Validation of the Basic Psychological Need Satisfaction and Frustration Scale (BPNSFS) on adolescents in Serbia. Current Psychology. 41, 2227‒2240. https://doi.org/10.1007/s12144-020-00742-z
• Vallerand, R. J., Fortier, M. and Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology. 72 (5), 1161‒1176. https://doi.org/10.1037/0022-3514.72.5.1161
• Vallerand, R. J., Blais, M. R., Brière, N. M. and Pelletier, L. G. (1989). Construction et validation de l’Échelle de Motivation en Éducation (EME). Revue canadienne des sciences du comportement. 21 (3), 323‒349. https://doi.org/10.1037/h0079855
• Vallerand, R. J. and Ratelle, C. F. (2002). Intrinsic and extrinsic motivation: a hierarchical model. In: Deci, E. L. and Ryan, R. M. (Eds.). Handbook of self-determination research (37‒63). Rochester, NY: University of Rochester Press.
• Vansteenkiste, M. and Ryan, R. M. (2013). On psychological growth and vulnerability: Basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration. 23 (3), 263‒280. https://doi.org/10.1037/a0032359
• Vansteenkiste, M., Ryan, R. M. and Soenens, B. (2020). Basic psychological need theory: Advancements, critical themes, and future directions: Motivation and Emotion. 44, 1‒31. https://doi.org/10.1007/s11031-019-09818-1
• Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M. and Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals contents and autonomy-supportive contexts. Journal of Personality and Social Psychology. 87 (2), 246‒260. https://doi.org/10.1037/0022-3514.87.2.246
• Vansteenkiste, M., Simons, J., Lens, W., Soenens, B. and Matos, L. (2005). Examining the impact of extrinsic versus intrinsic goal framing and internally controlling versus autonomy-supportive communication style upon early adolescents’ academic achievement. Child Development. 76 (2), 483‒501. https://doi.org/10.1111/j.1467-8624.2005.00858.x
• Vasić, A. & Šarčević, D. (2012). Psihologija i ontogeneza – teorije i istraživanja [Psychology and ontogenesis – theories and research]. Novi Sad: Authors and Faculty of Legal and Business Studies dr Lazar Vrkatić.
• Vasić, A. & Šarčević, D. (2014). Struktura i korelati akademske motivacije u adolescenciji. U: Franceško, M. (ur.). Vrednosne orijentacije mladih u Vojvodini ‒ stanje i perspektive (73‒104). [Structure and correlates of academic motivation in adolescence. In: Franceško, M. (Ed.). Value orientations of youth in Vojvodina – state and perspective]. Novi Sad: Faculty of Legal and Business Studies dr Lazar Vrkatić.
• Verschueren, K. and Koomen, H. M. Y. (2012). Teacher–child relationships from an attachment perspective. Attachment & Human Development. 14 (3), 205‒211. https://doi.org/10.1080/14616734.2012.672260
• Wellborn, J., Connell, J., Skinner, E. A. and Pierson, L. H. (1988). Teacher as social context: A measure of teacher provision of involvement, structure and autonomy support (Tech. Rep. No. 102). Rochester, NY: University of Rochester.
• Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development. 73 (1), 287‒301. https://doi.org/10.1111/1467-8624.00406
• Wentzel, K. R. (2009). Students’ Relationship with Teachers as Motivational Contexts. Parenting and Childrens’ Motivation at school. In: Wentzel, K. R. and Wigfield, A. (Eds.). Handbook of Motivation at School (301‒323). New York, London: Routledge, Taylor & Francis Group.
• Wentzel, K. R., Tomback, R., Williams, A. and McNeish, D. (2019). Perceptions of competence, control, and belongingness over transition to high school: A mixed-method study. Contemporary Educational Psychology. 56, 55‒66. https://doi.org/10.1016/j.cedpsych.2018.11.005
• Wigfield, A. and Eccles, J. S. (1994). Children’s competence beliefs, achievement values, and general self-esteem: change across elementary and middle school. Journal of Early Adolescence. 14 (2), 107‒138. https://doi.org/10.1177/027243169401400203
• Yu, M. V. B., Johnson, H. E., Deutsch, N. L. and Varga, S. M. (2018). “She calls me by my last name”: Exploring adolescent perceptions of positive teacher-student relationships. Journal of Adolescent Research. 33, 332‒362. https://doi.org/10.1177/0743558416684958

Copyright © 2023 by the authors, licensee Teacher Education Faculty University of Belgrade, SERBIA. This is an open access article distributed under the terms of the Creative Commons Attribution License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original paper is accurately cited