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Assessing reading and writing motivation across grades in elementary and secondary education: A self-determination theory perspective

Fien De Smedt (UGent) , Amelie Rogiers (UGent) , Sofie Heirweg (UGent) , Emmelien Merchie (UGent) , Sieglinde Van Damme, Bram Cabbeke (UGent) and Hilde Van Keer (UGent)
(2017)
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Chicago
De Smedt, Fien, Amelie Rogiers, Sofie Heirweg, Emmelien Merchie, Sieglinde Van Damme, Bram Cabbeke, and Hilde Van Keer. 2017. “Assessing Reading and Writing Motivation Across Grades in Elementary and Secondary Education: A Self-determination Theory Perspective.” In .
APA
De Smedt, Fien, Rogiers, A., Heirweg, S., Merchie, E., Van Damme, S., Cabbeke, B., & Van Keer, H. (2017). Assessing reading and writing motivation across grades in elementary and secondary education: A self-determination theory perspective. Presented at the Applied Linguistics Conference.
Vancouver
1.
De Smedt F, Rogiers A, Heirweg S, Merchie E, Van Damme S, Cabbeke B, et al. Assessing reading and writing motivation across grades in elementary and secondary education: A self-determination theory perspective. 2017.
MLA
De Smedt, Fien, Amelie Rogiers, Sofie Heirweg, et al. “Assessing Reading and Writing Motivation Across Grades in Elementary and Secondary Education: A Self-determination Theory Perspective.” 2017. Print.
@inproceedings{8543284,
  author       = {De Smedt, Fien and Rogiers, Amelie and Heirweg, Sofie and Merchie, Emmelien and Van Damme, Sieglinde and Cabbeke, Bram and Van Keer, Hilde},
  language     = {eng},
  location     = {Auckland},
  title        = {Assessing reading and writing motivation across grades in elementary and secondary education: A self-determination theory perspective},
  year         = {2017},
}