in simple mediation models. Behavior Research Methods, Instruments, & Computers, 717-731. 36(4), Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. 734-746. Journal of Educational Psychology, 99(4), Sharp, E. H., Caldwell, L. L., Graham, J. W., & Ridenour, T. A. (2006). Individual motivation and parental influence on adolescents’ experiences of interest in free time: A longitudinal examination. 359-372. Journal of Youth and Adolescence, 35(3), Shernoff, D. J., & Hoogstra, L. (2001). Continuing motivation beyond the high school classroom. 73–88. New Directions for Child and Adolescent Development, 93, Tang, M. (2002). A comparison of Asian American, Caucasian American, and Chinese college students: An initial report. Journal of Multicultural Counseling and Development, 30(2), 124-134. Vallerand, R. J., Pelletier, L. G., Blais, M. R., & Brière, N. M. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and 1003-1017. Psychological Measurement, 52(4), Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F., (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational 159-172. and Psychological Measurement, 53(1), Wang, J., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. 162-186. Reading Research Quarterly, 39(2),
in simple mediation models. Behavior Research Methods, Instruments, & Computers, 36(4), 717-731. Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99(4), 734-746. Sharp, E. H., Caldwell, L. L., Graham, J. W., & Ridenour, T. A. (2006). Individual motivation and parental influence on adolescents’ experiences of interest in free time: A longitudinal examination. Journal of Youth and Adolescence, 35(3), 359-372. Shernoff, D. J., & Hoogstra, L. (2001). Continuing motivation beyond the high school classroom. New Directions for Child and Adolescent Development, 93, 73–88. Tang, M. (2002). A comparison of Asian American, Caucasian American, and Chinese college students: An initial report. Journal of Multicultural Counseling and Development, 30(2), 124-134. Vallerand, R. J., Pelletier, L. G., Blais, M. R., & Brière, N. M. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F., (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational and Psychological Measurement, 53(1), 159-172. Wang, J., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39(2), 162-186.
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