Johnmarshall Reeve

 

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  • Cheon, S. H., Reeve, J., Lee, Y., & Lee, J. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education, 69, 43-51. doi: 10.1016/j.tate.2017.09.022
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  • Hagger, M. S., Sultan, S., Hardcastle, S. J., Reeve, J., Patall, E. A., Fraser, B. J., Hamilton, K., & Chatzisarantis, N. L. (2016). Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behaviour and attainment. Learning and Individual Differences, 45, 166-175. doi: 10.1016/j.lindif.2015.11.017
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  • Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106, 527-540. doi: 10.1037/a0034934
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  • Cheon, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation. Psychology of Sport and Exercise, 14(4), 508–518. doi: 10.1016/j.psychsport.2013.02.002
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  • Lee, W., & Reeve, J. (2013). Self-determined, but not non-self-determined, motivation predicts activations in the anterior insular cortex an fMRI study of personal agency. Social Cognitive and Affective Neuroscience, 8, 538-545. doi: 10.1093/scan/nss029
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  • Lee, W., & Reeve, J. (2012). Teachers’ estimates of their students’ motivation and engagement: being in synch with students. Educational Psychology, 32, 727-747. doi: 10.1016/j.neures.2012.02.010
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  • Lee, W., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: An fMRI study. Neuroscience Research, 73, 68-72. doi: 10.1016/j.neures.2012.02.010
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  • Lee, W., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing. Neuroscience Research, 73, 68-72. doi: 10.1016/j.neures.2012.02.010
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  • Su, Y. L., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1), 159-188. doi: 10.1007/s10648-010-9142-7
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  • Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It's not autonomy support or structure, but autonomy support and structure. Journal of Educational Psychology, 102, 588-600.
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  • Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7, 145-154.
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  • Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?. Journal of Educational Psychology, 101, 644-661.
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  • Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2007). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and application (pp. 223-244). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
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  • Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.
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  • Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
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  • Reeve, J. (2006). Extrinsic rewards and inner motivation. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 645-664). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
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  • Isen, A., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29, 297-325.
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  • Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28, 147-169.
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  • Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 31-60). Greenwich, CT: Information Age Press.
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  • Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392.
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  • Hardre, P. L., & Reeve, J. (2003). A motivational model of rural students' intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95, 347-356.
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  • Reeve, J., Jang, H., Harde, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, 183-207.
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  • Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 183-203). Rochester, NY: University Of Rochester Press.
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  • Cai, Y., Reeve, J., & Robinson, D. T. (2002). Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Journal of Educational Psychology, 94, 372-380.
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  • Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548.
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  • Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable?. Contemporary Educational Psychology, 23, 312-330.
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  • Reeve, J., & Nix, G. (1997). Expressing intrinsic motivation through acts of exploration and facial displays of interest. Motivation and Emotion, 21, 237-250.
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  • Reeve, J., & Deci, E. L. (1996). Elements within the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.
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  • Williams, G. C., Wiener, M. W., Markakis, K. M., Reeve, J., & Deci, E. L. (1994). Medical student motivation for internal medicine. Journal of General Internal Medicine, 9, 327-333.
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  • Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement, 54, 506-515.
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#SDT2019 Conference Website LIVE

#SDT2019 Conference Website LIVE

Mark your calendars: May 21-24 2019 #SDT2019. This only happens every 3 years. And this time we’ll be meeting near Amsterdam on the North Sea coast of Holland www.sdt2019.org

 
Video Interview with Johnmarshall Reeve on Student Motivation

Video Interview with Johnmarshall Reeve on Student Motivation

Check out Dr. Johnmarshall Reeve, #SDTFaculty, 5-minute video interview on #StudentEngagement and #motivation… https://youtu.be/7DA95RAM_PM  via @YouTube

 
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Questions about #Education #ClassroomMotivation #SelfDeterminationTheory? Get answers from Christopher Niemiec’s recent workshop at Proyecto 50, Universidad...

 
New SDT Book by Ryan & Deci.  Get your Special Discount Now!

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