English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

A bs tr ac t  Self Determination Theory conjectures that teacher autonomy support propels motivation in education and educational achievements; however, the question of socially different conversations within SDT questions significance of TAS in schools and classrooms located in Asia. In a quasi-experimental study, 101 Grade-5 students, of a public school in Pakistan, were taken as the population for the present study, who underwent the pretest and posttests. The tests consisted of intervention for seven sessions by an expert language teacher. The data was cumulated to find the results from pretest, posttest1, and posttest2 by using intrinsic motivation inventory, a self-regulation questionnaire, and a learning climate questionnaire to find out the level of interest in the students during this study. The results proved that the SDT is not a socially bound worth and is comparatively appropriate for Pakistani educational systems as well.

A Self-Determination Theory on Effect of Teacher Autonomy Support on Students Motivation in Public School of Pakistan