Basic psychological need satisfaction, need frustration, and need strength across four cultures B Chen, M Vansteenkiste, W Beyers, L Boone, EL Deci, ... Motivation and emotion 39, 216-236, 2015 | 2740 | 2015 |
Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy‐supportive versus internally controlling communication style on early adolescents … M Vansteenkiste, J Simons, W Lens, B Soenens, L Matos Child development 76 (2), 483-501, 2005 | 748 | 2005 |
Less is sometimes more: Goal content matters. M Vansteenkiste, J Simons, W Lens, B Soenens, L Matos, M Lacante Journal of educational psychology 96 (4), 755, 2004 | 392 | 2004 |
Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes M Vansteenkiste, S Smeets, B Soenens, W Lens, L Matos, EL Deci Motivation and emotion 34, 333-353, 2010 | 298 | 2010 |
Economic inequality is linked to biased self-perception S Loughnan, P Kuppens, J Allik, K Balazs, S De Lemus, K Dumont, ... Psychological science 22 (10), 1254-1258, 2011 | 249 | 2011 |
Understanding the impact of intrinsic versus extrinsic goal framing on exercise performance: The conflicting role of task and ego involvement M Vansteenkiste, L Matos, W Lens, B Soenens Psychology of sport and exercise 8 (5), 771-794, 2007 | 216 | 2007 |
Students' agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease L Matos, J Reeve, D Herrera, M Claux The Journal of Experimental Education 86 (4), 579-596, 2018 | 162 | 2018 |
Integrative and suppressive emotion regulation differentially predict well-being through basic need satisfaction and frustration: A test of three countries M Benita, M Benish-Weisman, L Matos, C Torres Motivation and Emotion 44, 67-81, 2020 | 151 | 2020 |
Examining the impact of extrinsic versus intrinsic goal framing and internally controlling versus autonomy-supportive communication style upon early adolescents’ academic … M Vansteenkiste, J Simons, W Lens, B Soenens, L Matos Child Development 76 (2), 483-501, 2005 | 146 | 2005 |
Motivación 360 D Fischman, L Matos Lima, Perú: Editorial Planeta Perú SA, 2014 | 122 | 2014 |
Professores como fontes de motivação dos alunos: o quê e o porquê da aprendizagem do aluno W Lens, L Matos, M Vansteenkiste Educação 31 (01), 17-20, 2008 | 110 | 2008 |
Propiedades psicométricas del cuestionario de autorregulación emocional adaptado para el Perú R Gargurevich, L Matos Revista de Psicología (Trujillo) 12, 192-215, 2010 | 103 | 2010 |
Adaptación a dos cuestionarios de motivación: Autorregulación del Aprendizaje y Clima de Aprendizaje L Matos Persona: Revista de La Facultad de Psicología, 167-185, 2009 | 97 | 2009 |
Achievement goals, learning strategies and language achievement among Peruvian high school students L Matos, W Lens, M Vansteenkiste Psychologica Belgica 47 (1-2), 51-70, 2007 | 83 | 2007 |
Validez y confiabilidad de escala de afecto positivo y negativo (SPANAS) en estudiantes universitarios peruanos R Gargurevich, L Matos Universidad César Vallejo (UCV), 2012 | 67 | 2012 |
Optimal motivation in Peruvian high schools: Should learners pursue and teachers promote mastery goals, performance-approach goals or both? L Matos, W Lens, M Vansteenkiste, A Mouratidis Learning and Individual Differences 55, 87-96, 2017 | 59 | 2017 |
La Teoría de Orientación a la Meta, estrategias de aprendizaje y rendimiento académico en estudiantes de secundaria de Lima L Matos, W Lens Persona, 11-30, 2006 | 56 | 2006 |
A global experiment on motivating social distancing during the COVID-19 pandemic N Legate, T Ngyuen, N Weinstein, A Moller, L Legault, Z Vally, ... Proceedings of the National Academy of Sciences 119 (22), 2022 | 51 | 2022 |
Desarrollo del concepto de motivación y su representación en distintas aproximaciones teóricas D Herrera, L Matos Teorías contemporáneas de la motivación: Una perspectiva aplicada, 17-30, 2009 | 49 | 2009 |
Building on the enriched hierarchical model of achievement motivation: Autonomous and controlling reasons underlying mastery goals A Michou, L Matos, R Gargurevich, B Gumus, D Herrera Psychologica Belgica 56 (3), 269, 2016 | 47 | 2016 |