Differentiated need support by teachers: Student-specific provision of autonomy and structure and relations with student motivation.

Background: According to self-determination theory, teachers can support their students' engagement in learning by providing autonomy support and structure. Within classes, however, there appears to be great diversity in the extent to which students experience autonomy and structure.

Aims: This study aimed to investigate the degree to which teachers' perceptions of student-specific autonomy support and structure differ between students in their class and whether differentiated need support predicts students' motivation.

Motivational power of future time perspective: Meta-analyses in education, work, and health.

Future time perspective (FTP) may predict individual attitudes and behaviors. However, FTP research includes different FTP conceptualizations and outcomes which hinder generalizing its findings. To solve the inconsistencies in FTP research and generalize the magnitude of FTP as a driver of motivation and behavior, we conducted the first systematical synthesis of FTP relationships in three crucial life domains.

Achievement goal profiles and developments in effort and achievement in upper elementary school.

Background: The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes.

Aims: This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and teacher-rated effort and academic achievement in upper elementary school.

Sample: Participants were 722 fifth-grade students and their teachers in fifth and sixth grade (N = 68).

Parenting style as a mediator between children's negative emotionality and problematic behavior in early childhood.

Negative emotionality is considered to be the core of the difficult temperament concept (J. E. Bates, 1989; R.

Child negative emotionality and parenting from infancy to preschool: a meta-analytic review.

This meta-analytic review (k = 62 studies; N = 7,613 mother-child dyads) shows that effect sizes for the association between child negative emotionality and parenting were generally small and were moderated by sample and measurement characteristics. The association between more child negative emotionality and less supportive parenting was relatively strong in lower socioeconomic status families, reversed in higher socioeconomic status families, and limited to studies with relatively high percentages of participants from ethnic minorities and studies using parent report to assess negative emotionality. Higher levels of child negative emotionality were associated with more restrictive control in samples with less than 75% 1st-born children, as well as in infants and preschoolers, and in studies using parent report or composite measures to assess both negative emotionality and restrictive parenting.