Bibliografía
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- Ryan, R.M.; Deci, E.L. (2000). "Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being". American psychologist (Washington, DC), vol. 55, 68–78.
- Ryan, A.M.; Gheen, M.H.; Midgley, C. (1998). "Why some students avoid asking for help: an examination of the interplay among students’ academic efficacy, teachers’ socialemotional role, and the classroom goal structure". Journal of educational psychology (Washington, DC), vol. 90, núm. 3, 528– 35.
- Skinner, E.A. (1995). Perceived control, motivation and coping. Thousand Oaks, CA, Sage Publications.
- Stipek, D.J. (1988). Motivation to learn: from theory to practice. Englewood Cliffs, NJ, Prentice Hall.
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- Vermeer, H.; Boekaerts, M.; Seegers, G. (2000). "Motivational and gender differences: sixth-grade students’ mathematical problem-solving behavior". Journal of educational psychology (Washington, DC), vol. 92, núm. 2, 308– 15.
- Wentzel, K.R. (1996). "Social and academic motivation in middle school: concurrent and long-term relations to academic effort". Journal of early adolescence (Thousand Oaks, CA), vol. 16, núm. 4, 390–406.
- Wlodkowski, R.J.; Jaynes, J.H. (1990). Eager to learn. San Francisco, CA, Jossey Bass Publishers. 26.