Al-Dhamit Y., Kreishan L. (2016), Gifted Students’ Intrinsic and Extrinsic Motivations and Parental Influence on their Motivation: From the Self-Determination Theory Perspective. Journal of Research in Special Educational Needs, 16, 1, 13–23.

Amabile T.M., Hill K.G., Hennessey B.A., Tighe E.M. (1994), The Work Preference Inventory: Assessing Intrinsic and Extrinsic Motivational Orientations. Journal of Personality and Social Psychology, 66, 950–967.

Baer J., Kaufman J.C. (2008), Gender Differences in Creativity. The Journal of Creative Behavior, 42, 2, 75–105.

Baumrind D. (1971). Current Patterns of Parental Authority. Developmental Psychology Monograph, 4, 1–103.

Bronstein P., Ginsburg G.S., Herrera I.S. (2005), Parental Predictors of Motivational Orientation in Early Adolescence: A Longitudinal Study. Journal of Youth and Adolescence, 34, 6, 559–575.

Bussey K., Bandura A. (2004), Social Cognitive Theory of Gender Development and Functioning. W: A.H. Eagly, A. Beall, R. Sternberg (eds.), The Psychology of Gender, 92–119. New York: Guilford.

Cripps K., Zyromski B. (2009), Adolescents’ Psychological Well-Being and Perceived Parental Involvement: Implications for Parental Involvement in Middle Schools. Research in Middle Level Education, 34, 113–126.

Czerniawska E. (1999), Dynamika zachowań strategicznych w uczeniu się z tekstów podręcznikowych. Warszawa: Wydawnictwo UW.

D’Ailly H. (2003), Children’s Autonomy and Perceived Control in Learning. Journal of Educational Psychology, 95, 84–96.

D’Lima G.M., Winsler A., Kitsantas A. (2014), Ethnic and Gender Differences in First-Year College Students’ Goal Orientation, Self-Efficacy, and Extrinsic and Intrinsic Motivation. Journal of Educational Research, 107, 5, 341–356.

Deci E.L., Ryan R.M. (1985), Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum.

Deci E.L., Ryan R.M. (2000), The ‘What’ and ‘Why’ of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11, 227–268.

Eccles J.S., Wigfield A., Harold R., Blumenfeld P.B. (1993), Age and Gender Differences in Children’s Self- and Task Perceptions During Elementary School. Child Development, 64, 830–847.

Eccles J.S., Wigfield A. (2002), Motivational Beliefs, Values, and Goals. Annual Review of Psychology, 53, 109–132.

Finkenauer C., Engels R.C.M.E., Baumeister R.F. (2005), Parenting Behaviour and Adolescent Behavioural and Emotional Problems: The Role of Self-Control. International Journal of Behavioral Development, 29, 1, 58–69.

Froiland J.M. (2015), Parents’ Weekly Descriptions of Autonomy Supportive Communication: Promoting Children’s Motivation to Learn and Positive Emotions. Journal of Child and Family Studies, 24, 117–226.

Frome P.M., Eccles J.S. (1998), Parents’ Influence on Children’s Achievement-Related Perceptions. Journal of Personality and Social Psychology, 74, 2, 435–452.

Fulton E., Turner L.A. (2008), Students’ Academic Motivation: Relations with Parental Warmth, Autonomy Granting, and Supervision. Educational Psychology, 28, 5, 521–534.

Garn A.C., Matthews M.S., Jolly J.L. (2010), Parental Influences on the Academic Motivation of Gifted Students: A Self-Determination Theory Perspective. Gifted Child Quarterly, 54, 4, 263–272.

Garn A.C., Matthews M.S., Jolly J.L. (2012), ‘Parents’ Role in the Academic Motivation of Students with Gifts and Talents’. Psychology in the Schools, 49, 656–667.

Ginsburg G.S., Bronstein P. (1993), Family Factors Related to Children’s Intrinsic/Extrinsic Motivational Orientation and Academic Performance. Child Development, 3, 64, 1461–1474.

Gottfried A.E. (1985), Academic Intrinsic Motivation in Elementary and Junior High School Students. Journal of Educational Psychology, 77, 631–645.

Gottfried A.E., Fleming J.S., Gottfried A.W. (1994), Role of Parental Motivational Practices in Children’s Academic Intrinsic Motivation and Achievement. Journal of Educational Psychology, 86, 104–113.

Gottfried A.E., Fleming. J.S., Gottfried A.W. (2001), Continuity of Academic Intrinsic Motivation From Childhood Through Late Adolescence: A Longitudinal Study. Journal of Educational Psychology, 93, 1, 3–13.

Gottfried A.E., Marcoulides G.A., Gottfried A.W., Oliver P.H. (2013), Motivation and Achievement to Math Course Accomplishments and Educational Attainment. Journal of Research on Educational Effectiveness, 6, 1, 68–92.

Gottfried A., Eskeles P., Johnson Preston K.S., Gottfried A.W., Oliver P.H., Delany D. E., Ibrahim S.M. (2016), Pathways from Parental Stimulation of Children’s Curiosity to High School Science Course Accomplishments and Science Career Interest and Skill. International Journal of Science Education, 38, 12, 1972–1995.

Grolnick W.S., Ryan R.M. (1989), Parent Styles Associated with Children’s Self-Regulation and Competence in School. Journal of Educational Psychology, 81, 143–154.

Grolnick W.S., Ryan R.M., Deci E.L. (1991), The Inner Resources for School Performance: Motivational Mediators of Children’s Perceptions of their Parents. Journal of Educational Psychology, 53, 508–517.

Grolnick W.S., Slowiaczek M.L. (1994), Parents’ Involvement in Children’s Schooling: A Multidimensional Conceptualization and Motivational Model. Child Development, 65, 237–252.

Guay F., Ratelle C.F., Chanal J. (2008), Optimal Learning in Optimal Contexts: The Role of Self-Determination in Education. Canadian Psychology, 49, 3, 233–240.

Harter S. (1981), A New Self-Report Scale of Intrinsic Versus Extrinsic Orientation in the Classroom: Motivational and Informational Components. Developmental Psychology, 17, 3, 300–312.

Henderson A.T., Mapp K.L. (2002), A New Wave of Evidence SEDL – Advancing Research, Improving Education The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis 2002, http://files.eric.ed.gov/fulltext/ED536946.pdf (dostęp: 2.02.2017).

Hennessey B.A., Amabile T.M. (1998), Reality, Intrinsic Motivation, and Creativity. American Psychologist, 53, 6, 674–675.

Hyde J.S., Frost L.A. (2002), Metaanalizy w psychologii kobiety. W: B. Wojciszke (red.), Kobiety i mężczyźni: odmienne spojrzenia na różnice. Gdańsk: GWP.

Kadzikowska-Wrzosek R. (2011), Postawy rodzicielskie a zdolności w zakresie samoregulacji: wychowawcze uwarunkowania gratyfikacji podstawowych potrzeb, internalizacji standardów oraz siły woli. Psychologia Rozwojowa, 16, 4, 89–108.

Karwowski M., Gralewski J. (2011), Zmotywowana kreatywność. Synergia motywacyjna postawy twórczej młodzieży. Chowanna, 2, 45–58.

Karwowski M. (2013), Z miłości do nauki czy z miłości do ocen? Wstępna adaptacja Inwentarza Orientacji Motywacyjnych. Ruch Pedagogiczny, 3, 105–120.

Knollmann M., Wild E. (2007), Quality of Parental Support and Students’ Emotions During Homework: Moderating Effects of Students’ Motivational Orientations. European Journal of Psychology of Education 22, 1, 63–76.

Kozłowski W. (2012), Motywacja samoistna a strategie uczenia się. Warszawa: Instytut Badań Edukacyjnych.

Krejtz K., Krejtz I. (2007), Dwuczynnikowa analiza wariancji w schemacie międzygrupowym. W: S. Bedyńska, A. Brzezicka (red.), Statystyczny drogowskaz, 231–252. Warszawa: Academica.

Larose S., Bernier A., Tarabulsy G.M. (2005), Attachment State of Mind, Learning Dispositions, and Academic Performance During the College Transition. Developmental Psychology, 41, 1, 281–289.

Lepper M.R., Corpus J.H., Iyengar S.S. (2005), Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates. Journal of Educational Psychology, 97, 2, 184–196.

Niemiec C.P., Lynch M.F., Vansteenkiste M., Bernstein J., Deci. E.L., Ryan R.M. (2006), The Antecedents and Consequences of Autonomous Self-Regulation for College: A Self-Determination Theory Perspective on Socialization. Journal of Adolescence, 29, 761–775.

Plopa M. (2008), Więzi w małżeństwie i rodzinie. Metody badań. Kraków: Impuls.

Reis S.M. (2002), Toward a Theory of Creativity in Diverse Creative Women. Creativity Research Journal, 14, 3–4, 305–316.

Ryan R.M., Deci E.L. (2000), Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25, 54–67.

Ryan R.M., Deci E.L. (2008), From Ego Depletion to Vitality: Theory and Findings Concerning the Facilitation of Energy Available to the Self. Social and Personality Psychology Compass, 2, 2, 702–717.

Sosnowski T. (2010), Analiza interakcji zmiennych kategorialnych i ciągłych. Psychologia Społeczna, 5, 2–3, 14, 162–190.

Stiller J.D., Ryan R.M. (1992), Teachers, Parents, and Student Motivation: The Effects of Involvement and Autonomy Support. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20–24, 1992), http://files.eric.ed.gov/fulltext/ED348759.pdf (dostęp: 1.03.2017).

Tomasetto C., Alparone F.R., Cadinu M. (2011), Girls’ Math Performance under Stereotype Threat: The Moderating Role of Mothers’ Gender Stereotypes. Developmental Psychology, 47, 4, 943–949.

Turska D. (2013), Poczucie autoskuteczności w matematyce uczniów i uczennic. Kultura i Edukacja, 3, 98–115.

Turska D., Mrozik M. (2014), Orientacje motywacyjne a osiągnięcia szkolne z matematyki. Psychologiczne znaczenie ogłoszonego „przełomu edukacyjnego”. Psychologia Wychowawcza, 5, 67–78.

Vallerand R.J., Fortier M.S., Guay F. (1997), Self-Determination and Persistence in a Real-Life Setting toward a Motivational Model of High School Dropout. Journal of Personality and Social Psychology, 72, 5, 1161–1176.

Vansteenkiste M., Timmermans T., Lens W., Soenens B., Van den Broeck A. (2008), Does Extrinsic Goal Framing Enhance Extrinsic Goal-Oriented Individuals’ Learning and Performance? An Experimental Test of the Match Perspective Versus Self-Determination Theory. Journal of Educational Psychology, 100, 2, 387–397.

White R.W. (1959), Motivation Reconsidered: The Concept of Competence. Psychological Review, 66, 297–330.