Eurasia Journal of Mathematics, Science and Technology Education

• Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research. Higher Education Research & Development, 34(1), 1-14. https://doi.org/10.1080/07294360.2014.934336.
• Amorose, A. J., & Anderson-Butcher, D. (2007). Autonomy-supportive coaching and self-determined motivation in high school and college athletes: A test of self-determination theory. Psychology of Sport and Exercise, 8(5), 654-670. https://doi.org/10.1016/j.psychsport.2006.11.003.
• Bass, B. M., & Avolio, B. J. (1990). Transformational leadership questionnaire. Palo Alto, Ca: Consulting Psychologists Press.
• Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of applied psychology, 88(2), 207. https://doi.org/10.1037/0021-9010.88.2.207.
• Bernaus, M., & Gardner, R. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92(3), 387-401. https://doi.org/10.1111/j.1540-4781.2008.00753.x.
• Chatzisarantis, N. L., & Hagger, M. S. (2009). Effects of an intervention based on self-determination theory on self-reported leisure-time physical activity participation. Psychology and Health, 24(1), 29-48. https://doi.org/10.1080/08870440701809533.
• Cristina, M. O. R. A., & Ticlau, T. (2012). Transformational leadership in the public sector. A pilot study using MLQ to evaluate leadership style in Cluj county local authorities. Revista de cercetare si interventie sociala, 36, 74-98.
• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum. https://doi.org/10.1007/978-1-4899-2271-7.
• 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(6), 627-668. https://doi.org/10.1037/0033-2909.125.6.627.
• Deci, E. L., & Ryan, R. M. (1991). A motivation approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation. Perspectives on motivation (pp. 237-288). Lincoln, NE: University of Nebraska Press.
• DeMulder, E. K., Kayler, M., & Stribling, S. M. (2009). Cultivating transformative leadership in P-12 schools and classrooms through critical teacher professional development. Journal of Curriculum and Instruction, 3(1), 39-53.
• Fry, P. S., & Coe, K. J. (1980). Interaction among dimensions of academic motivation and classroom social climate: A study of the perceptions of junior high and high school pupils. British Journal of Educational Psychology, 50(1), 33-42. https://doi.org/10.1111/j.2044-8279.1980.tb00795.x.
• Hagger, M. S., Chatzisarantis, N. L., Culverhouse, T., & Biddle, S. J. (2003). The processes by which perceived autonomy support in physical education promotes leisure-time physical activity intentions and behavior: a trans-contextual model. Journal of educational psychology, 95(4), 784-795. https://doi.org/10.1037/0022-0663.95.4.784.
• Lewis, R. (2001). Classroom discipline and student responsibility: The students’ view. Teaching and teacher education, 17(3), 307-319. https://doi.org/10.1016/S0742-051X(00)00059-7.
• Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1-17. https://doi.org/10.1080/03634520601009710.
• Morin, A. J., Marsh, H. W., Nagengast, B., & Scalas, L. F. (2014). Doubly latent multilevel analyses of classroom climate: An illustration. The Journal of Experimental Education, 82(2), 143-167. https://doi.org/10.1080/00220973.2013.769412.
• Ntoumanis, N. (2005). A prospective study of participation in optional school physical education using a self-determination theory framework. Journal of educational psychology, 97(3), 444-453. https://doi.org/10.1037/0022-0663.97.3.444.
• Pounder, J. S. (2008). Transformational leadership: Practicing what we teach in the management classroom. Journal of Education for Business, 84(1), 2-6. https://doi.org/10.3200/JOEB.84.1.2-6.
• Ryan, R. M., & 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.
• Sallis, J. F., & McKenzie, T. L. (1991). Physical education’s role in public health. Research quarterly for exercise and sport, 62(2), 124-137. https://doi.org/10.1080/02701367.1991.10608701.
• Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs from self-determination and achievement goal theories to predict physical activity intentions. Journal of educational psychology, 95(1), 97-110. https://doi.org/10.1037/0022-0663.95.1.97.
• Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational psychologist, 41(1), 19-31. https://doi.org/10.1207/s15326985ep4101_4.
• Wu, T. J., & Tai, Y. N. (2016). Effects of multimedia information technology integrated multi-sensory instruction on students’ learning motivation and outcome. EURASIA Journal of Mathematics, Science and Technology Education, 12(4), 1065-1074. https://doi.org/10.12973/eurasia.2016.1552a.
• Yang, L. R., Wu, K. S., Wang, F. K., & Chin, P. C. (2012). Relationships among project manager’s leadership style, team interaction and project performance in the Taiwanese server industry. Quality & Quantity, 46(1), 207-219. https://doi.org/10.1007/s11135-010-9354-4.

APA

Jiang, Z., & Jia, Z.-R. (2018). Effects of Physical Education teachers’ leadership styles and classroom climate on learning motivation for basketball course. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1351-1357. https://doi.org/10.29333/ejmste/81296

Vancouver

Jiang Z, Jia ZR. Effects of Physical Education teachers’ leadership styles and classroom climate on learning motivation for basketball course. EURASIA J Math Sci Tech Ed. 2018;14(4):1351-7. https://doi.org/10.29333/ejmste/81296

AMA

Jiang Z, Jia ZR. Effects of Physical Education teachers’ leadership styles and classroom climate on learning motivation for basketball course. EURASIA J Math Sci Tech Ed. 2018;14(4), 1351-1357. https://doi.org/10.29333/ejmste/81296

Chicago

Jiang, Zheng, and Zhen-Rong Jia. "Effects of Physical Education teachers’ leadership styles and classroom climate on learning motivation for basketball course". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 4 (2018): 1351-1357. https://doi.org/10.29333/ejmste/81296

Harvard

Jiang, Z., and Jia, Z.-R. (2018). Effects of Physical Education teachers’ leadership styles and classroom climate on learning motivation for basketball course. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), pp. 1351-1357. https://doi.org/10.29333/ejmste/81296

MLA

Jiang, Zheng et al. "Effects of Physical Education teachers’ leadership styles and classroom climate on learning motivation for basketball course". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 4, 2018, pp. 1351-1357. https://doi.org/10.29333/ejmste/81296