An approach to the hierarchical model of motivation in a classroom: a reply to Rousseau and Vallerand

Rousseau and Vallerand's comments on our recent article led to the present study of correlations between students' perception of teachers' attitudes, intrinsic-extrinsic motivation, and learning strategy with structural equation modeling. The analysis shows students' perception of teachers' attitudes influences the intrinsic-extrinsic motivation, which as mediator in turn affects students' learning strategies, and the paths were divided into two streams, one with more intrinsic attributes and the other with more extrinsic ones.