APA (7th ed.) Citation

Guay, F., Roy, A., & Valois, P. (2017). Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction. British journal of educational psychology, 87(2), 224-240. https://doi.org/10.1111/bjep.12146

Chicago Style (17th ed.) Citation

Guay, Frédéric, Amélie Roy, and Pierre Valois. "Teacher Structure as a Predictor of Students’ Perceived Competence and Autonomous Motivation: The Moderating Role of Differentiated Instruction." British Journal of Educational Psychology 87, no. 2 (2017): 224-240. https://doi.org/10.1111/bjep.12146.

MLA (9th ed.) Citation

Guay, Frédéric, et al. "Teacher Structure as a Predictor of Students’ Perceived Competence and Autonomous Motivation: The Moderating Role of Differentiated Instruction." British Journal of Educational Psychology, vol. 87, no. 2, 2017, pp. 224-240, https://doi.org/10.1111/bjep.12146.