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Assessment for learning; formative assessment; motivation; basic psychological needs; physical education
iText 4.2.0 by 1T3XT
application/pdf
10.1080/17408989.2020.1823956
en
Taylor & Francis
Do goal clarification and process feedback positively affect students’ need-based experiences? A quasi-experimental study grounded in Self-Determination Theory
Christa Krijgsman
Tim Mainhard
Lars Borghouts
Jan van Tartwijk
Leen Haerens
Physical Education and Sport Pedagogy, 2020. doi:10.1080/17408989.2020.1823956
Assessment for learning
formative assessment
motivation
basic psychological needs
physical education
Journal
Physical Education and Sport Pedagogy
© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
1740-8989
1742-5786
0
0
1
21
10.1080/17408989.2020.1823956
https://doi.org/10.1080/17408989.2020.1823956
VoR
2021-01-29T05:15:00-08:00
2021-01-29T05:15:00-08:00
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2020-09-24truewww.tandfonline.com10.1080/17408989.2020.1823956www.tandfonline.comtrue2020-09-2410.1080/17408989.2020.1823956
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