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Featured Articles

  • Ryan, R. M., & Deci, E. L. (2013). Toward a social psychology of assimilation: Self-determination theory in cognitive development and education. In B. W. Sokol, F. M. E. Grouzet, U. Muller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 191-207). Cambridge, England: Cambridge University Press. doi: 10.1017/cbo9781139152198.014
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  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
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Research Reports

  • Katz, I. (2017). In the eye of the beholder: Motivational effects of gender differences in perceptions of teachers. The Journal of Experimental Education, 85, 73-86. doi: 10.1080/00220973.2015.1101533
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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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  • Nguyen, T.-v. T., & Deci, E. L. (2016). Can it be good to set the bar high? The role of motivational regulation in moderating the link from high standards to academic well-being. Learning and Individual Differences, 45, 245-251. doi: http://dx.doi.org/10.1016/j.lindif.2015.12.020
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  • Early, D. M., Berg, J. K., Alicea, S., Si, Y., Aber, J. L., Ryan, R. M., & Deci, E. L. (2016). The impact of every classroom, every day on high school student achievement: Results from a school-randomized trial. Journal of Research on Educational Effectiveness, 9(1), 3-29. doi: http://dx.doi.org/10.1080/19345747.2015.1055638
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  • Aelterman, N., Vansteenkiste, M., Van Keer, H., & Haerens, L. (2016). Changing teachers’ beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training. Psychology of Sport and Exercise, 23, 64-72. doi: http://dx.doi.org/10.1016/j.psychsport.2015.10.007
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  • Trenshaw, K. F., Revelo, R. A., Earl, K. A., & Herman, G. L. (2016). Using self determination theory principles to promote engineering students’ intrinsic motivation to learn. International Journal of Engineering Education, 32, 1194-1207.
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  • Sparks, C., Dimmock, J., Lonsdale, C., & Jackson, B. (2016). Modeling indicators and outcomes of students’ perceived teacher relatedness support in high school physical education. Psychology of Sport and Exercise, 26, 71-82. doi: 10.1016/j.psychsport.2016.06.004
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  • Orsini, C., Binnie, V., Fuentes, F., Ledezma, P., & Jerez, O. (2016). Implications of motivation differences in dental students’ preclinical-clinical transition: A one-year follow-up study. Educacion Medica, 17(4), 193-196. doi: 10.1016/j.edumed.2016.06.007
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  • Wouters, A., Croiset, G., Galindo-Garre, F., & Kusurkar, R. A. (2016). Wouters A, Croiset G, Galindo-Garre F, Kusurkar RA. Motivation of medical students: selection by motivation or motivation by selection. BMC Medical Education 2016; 16 :37. http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0560-1. BMC Medical Education, 16:37 doi: 10.1186/s12909-016-0560-1
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  • Tjin A Tsoi, S.L.N., De Boer, A., Croiset, G., Koster, A. S., & Kusurkar, R. A. (2016). Unraveling motivational profiles of health care professionals for Continuing Education: the example of pharmacists in the Netherlands. The Journal of Continuing Education in Health Professions, 36(1), 46-54. doi: 10.1097/CEH.0000000000000026.
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  • Tjin A Tsoi, S.L.N., De Boer, A., Croiset, G., Koster, A. S., & Kusurkar, R. A. (2016). Factors influencing participation in continuing professional development: A focus on motivation among pharmacists. The Journal of Continuing Education in the Health Professions, 36, 144-150. doi: 10.1097/CEH.0000000000000081
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  • Guay, F., Valois, P., Falardeau, E., & Lessard, V. (2016). Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French. Learning and Individual Differences, 45, 291-298. doi: http://dx.doi.org/10.1016/j.lindif.2015.11.014
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  • Murayama, K., Pekrun, R., Suzuki, M., Marsh, H. W., & Lichtenfeld, S. (2016). Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics. Journal of Personality and Social Psychology, 111(5), 766-779. doi: 10.1037/pspp0000079
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  • Leow, K., Lee, M.,, & Lynch, M. F. (2016). Big five personality and depressive symptoms: A self-determination theory perspective on students’ positive relationships with others. Ideas and research you can use: VISTAS 2016, Retrieved from: http://www.counseling.org/docs/default-source/vistas/article_2839fd25f16116603abcacff0000bee5e7.pdf?sfvrsn=6.
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  • Lewis, V., Martina, C. A., McDermott, M. P., Trief, P. M., Goodman, S. R., Morse, G. D., La Guardia, J. G., Sharp, D., & Ryan, R. M. (2016). A randomized controlled trial of mentoring interventions for underrepresented minorities. Academic Medicine, 91(7), 994-1001. doi: 10.1097/ACM.0000000000001056
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  • Liu, W. C., Wang, C. K., & Ryan, R. M. (2016). Building autonomous learners: Perspectives from research and practice using self-determination theory. New York, NY: Springer.
  • Lynch, M. F., & Salikhova, N. R. (2016). Teachers’ conceptions about the child’s developmental needs: A structural analysis. Mathematics Education, 11, 1471-1479.
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  • Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J-P., Séguin, J., Vitaro, F., & Tremblay, R. E. (2016). Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association. Child Development, 87, 165-175. doi: 10.1111/cdev.12458
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  • Orsini, C., Binnie, V. I., & Wilson, S. L. (2016). Determinants and outcomes of motivation in health professions education: A systematic review based on self-determination theory. Journal of Educational Evaluation for Health Professions, 13, 19. doi: 10.3352/jeehp.2016.13.19
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  • Yu, C., Li, X., Wang, S., & Zhang, W. (2016). Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 49, 115-123. doi: 10.1016/j.adolescence.2016.03.001
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  • Hagger, M. S., & Chatzisarantis, N. L. (2015). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research doi: 10.3102/0034654315585005
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  • Hagger, M. S., Sultan, S., Hardcastle, S. J.,, & Chatzisarantis, N. L. (2015). Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41, 111-123. doi: 10.1016/j.cedpsych.2014.12.002
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  • Amoura, C., Berjot, S., Gillet, N., Caruana, S., Cohen, J., & Finez, L. (2015). Autonomy-supportive and controlling styles of teaching: Opposite or distinct teaching styles?. Swiss Journal of Psychology, 74, 141-158. doi: 10.1024/1421-0185/a000156
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  • Gillet, N., Lafrenière, M.-A., Huyghebaert, T., & Fouquereau, E. (2015). Autonomous and controlled reasons underlying achievement goals: Implications for the 3 x 2 achievement goal model in educational and work settings. Motivation and Emotion, 39, 858-875. doi: 10.1007/s11031-015-9505-y
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  • Orsini, C., Evans, P., Binnie, V., Ledezma, P., & Fuentes, F. (2015). Encouraging intrinsic motivation in the clinical setting: Teachers' perspectives from the self-determination theory. European Journal of Dental Education, 20, 102-111. doi: 10.1111/eje.12147
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  • Grolnick, W. (2015). Mothers’ motivation for involvement in their children’s schooling: mechanisms and outcomes. Motivation and Emotion, 39, 63-73. doi: 10.1007/s11031-014-9423-4
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  • Renaud-Dube, A., Talbot, D., Taylor, G., & Guay, F. (2015). The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: A mediation model. Social Psychology of Education: An International Journal, 18, 255-272. doi: 10.1007/s11218-014-9288-0
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  • Chan, D. K. C., Yang, S. X., Hamamura, T., Sultan, S., Xing, S.,, Chatzisarantis, N. L., & Hagger, M. S. (2015). In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan. Motivation and Emotion, 39, 908-925. doi: 10.1007/s11031-015-9506-x
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  • Hein, V., Koka, A., & Hagger, M. S. (2015). Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence, 42, 103-114. doi: 10.1016/j.adolescence.2015.04.003
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  • Orsini, C., Evans P., & Jerez O. (2015). How to encourage intrinsic motivation in the clinical teaching environment? A systematic review from the self-determination theory. Journal of Educational Evaluation for Health Professions, 12, 8. doi: 10.3352/jeehp.2015.12.8
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  • Orsini, C. (2015). Self-determined motivation in Dental Education: Are we supporting autonomy or controlling behaviour?. Journal of Oral Research, 4(2), 86-87. doi: 10.17126/joralres.2015.019
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  • Bailey, T. H., & Phillips, L. J. (2015). The influence of motivation and adaptation on students’ subjective well-being, meaning in life, and academic performance. Higher Education Research and Development doi: 10.1080/07294360.2015.1087474
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  • Kanat-Maymon, Y., Benjamin, M., Stavsky, A., Shoshani, A., & Roth, G. (2015). The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective. Contemporary Educational Psychology, 43, 1-9. doi: 10.1016/j.cedpsych.2015.08.002
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  • Guay, F., Morin, A., Litalien, D., & Valois, P. (2015). Application of exploratory structural equation modeling to evaluate the Academic Motivation Scale. The Journal of Experimental Education, 83(1), 51-82. doi: 10.1080/00220973.2013.876231
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  • Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experience through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16, 26-36. doi: 10.1016/j.psychsport.2014.08.013
  • Orsini, C., Binnie, V., Evans, P., Ledezma, P., Fuentes, F., & Villegas, MJ. (2015). Psychometric validation of the Academic Motivation Scale in a dental student sample. Journal of Dental Education, 79, 971-981.
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  • Katz, I., & Cohen, R. (2014). Assessing autonomous motivation in students with cognitive impairment. Journal of Intellectual and Develepmental Disability, 323-332. doi: 10.3109/13668250.2014.934791
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  • Early, D. M., Rogge, R. D., & Deci, E. L. (2014). Engagement, alignment, and rigor as vital signs of high-quality instruction: A classroom visit protocol for instructional improvement and research. High School Journal, 97, 219-239.
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  • Ratelle, C. F., & Duchesne, S. (2014). Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school. Contemporary Educational Psychology, 39, 388-400. doi: 10.1016/j.cedpsych.2014.09.003
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  • Tian, L., Chen, H., & Huebner, S, E (2014). The longitudinal relationships between basic psychological needs satisfaction at school and school- related subjective well-being in adolescents. Social Indicators Research, 119, 353-372. doi: 10.1007/s11205-013-0495-4
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  • Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342-358. doi: 10.1016/j.cedpsych.2014.08.002
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  • Taylor, G., Jungert, T., Mageau, G. A., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342-358. doi: doi:10.1016/j.cedpsych.2014.08.002
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  • Wouters A., Bakker A.H., van Wijk, I.J., Croiset G., & Kusurkar, R. A. (2014). A qualitative analysis of statements on motivation of applicants for medical school. BMC Medical Education, 14, 200. doi: 10.1186/1472-6920-14-200
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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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  • Katz, I., Eilot, K., & Nevo, N. (2014). ‘‘I’ll do it later’’: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38, 111-119. doi: 10.1007/s11031-013-9366-1
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  • Gorozidis, G., & Papaioannou, A. (2014). Teachers’ motivation to participate in training and to implement innovations. Teaching and Teacher Education, 1-11. doi: 10.1016/j.tate.2013.12.001
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  • Digelidis, N., Karageorghis, C., Papapavlou, A., & Papaioannou, A. (2014). Effects of asynchronous music on students' lesson satisfaction and motivation at the situational level. Journal of Teaching in Physical Education, 33, 326-341. doi: 10.1123/jtpe.2013-0120
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  • Leptokaridou, E., Vlachopoulos, S., & Papaioannou, A. (2014). Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education. Educational Psychology, 1-22. doi: 10.1080/01443410.2014.950195
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  • Roth, G. (2014). Antecedents and outcomes of teachers' autonomous motivation: A self-determination theory analysis. In P. W. Richardson, H. M. G. Watt, & S. A. Karabenick (Eds.), Teacher Motivation: Theory and PracticeNew York: Rutledge.
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  • Tadic, Maja, Bakker, Arnold B., & Oerlemans, Wido G. M. (2013). Work happiness among teachers: A day reconstruction study on the role of self-concordance. Journal of School Psychology, 51, 735-750. doi: 10.1016/j.jsp.2013.07.002
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  • Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing physical education teachers’ need-supportive interactions in classroom settings. Journal of Sports and Exercise Psychology, 35, 3-17.
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  • Guay, F., Ratelle, C. F., Larose, S., Vallerand, R. J., & Vitaro, F. (2013). The Number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?. Contemporary Educational Psychology doi: 10.1016/j.cedpsych. 2013.07.005.
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  • Kaplan, H., & Assor, A. (2012). Enhancing autonomy-supportive I–Thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program. Social Psychology of Education, 15, 251-269. doi: 10.1007/s11218-012-9178-2
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  • Kaplan, H., & Assor, A. (2012). Enhancing autonomy-supportive I–Thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program. Social Psychology of Education doi: 10.1007/s11218-012-9178-2
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  • Fernet, C., Guay, F., Senecal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28, 514-525.
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  • Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, M. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22, 431-439. doi: 10.1016/j.learninstruc.2012.04.002
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  • Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. P., Westers, P., & Croiset, G. (2012). How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education, Online doi: 10.1007/s10459-012-9354-3
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  • Soenens, B., Sierens, E., Vansteenkiste, M., Goossens, L., & Dochy, F. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104, 108-120.
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  • Gillet, N., Vallerand, R. J., & Lafrenière, M. A. K. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education: An International Journal, 15, 77–95. doi: 10.1007/s11218-011-9170-2
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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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  • Roth, G., Kanat-Maymon, Y., & Bibi, U. (2011). Prevention of school bullying: The important role of autonomy-supportive teaching and internalization of pro-social values. British Journal of Educational Psychology, 81, 654–666.
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  • Kyndt, E., Dochy, F., Struyven, K., & Cascallar, E. (2011). The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity. Higher Education Research & Development, 30, 135-150.
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  • Wormington, S. V., Anderson, K. G., & Corpus, J. H. (2011). The role of academic motivation in high school students' current and lifetime alcohol consumption: Adopting a self-determination theory perspective. Journal of Studies on Alcohol and Drugs, 72, 965-974.
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  • Ciani, K. D., Sheldon, K. M., Hilpert, J. C., & Easter, M. A. (2011). Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology, 81, 223–243.
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  • Wang, C. K., Liu, W. C., Koh, C., Tan, O. S., & Ee, J. (2011). A motivational analysis of project work in Singapore using self-determination theory. The International Journal of Research and Review, 7, 45-66.
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  • Fernet, C. (2011). Development and validation of the Work Role Motivation Scale for School Principals (WRMS-SP). Educational Administration Quarterly, 47, 307-331.
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  • de Bilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21, 332-344.
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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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  • Eyal, O., & Roth, G. (2011). Principals’ leadership and teachers’ motivation: Self-determination theory analysis. Journal of Educational Administration, 49, 256-275.
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  • Weinstock, M., & Roth, G. (2011). Teachers' epistemological beliefs as predictors of support for their students' autonomy. In J. Brownlee, J. G. Schrwaw, & D. Berthelsen, Personal epistemology and teacher educationNew York: Rutledge.
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  • Mouratidis, A. A., Vansteenkiste, M., Lens, W., & Sideridis, G. (2011). Vitality and interest–enjoyment as a function of class-to-class variation in need-supportive teaching and pupils’ autonomous motivation. Journal of Educational Psychology, 103, 353-366.
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  • Ten Cate, T.J., Kusurkar, R. A., & Williams, G. C. (2011). How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide 59, Medical Teacher, 33, 961–973.
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  • Kusurkar, R. A., Croiset, G., Kruitwagen, C., & ten Cate, O. (2011). Validity evidence for the measurement of the strength of motivation for medical school. Advances in Health Science Education, 16, 183-195. doi: 10.1007/s10459-010-9253-4
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  • Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80, 711–735.
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  • Wang, C. K., Liu, W. C., & Chye, S. (2010). Achievement goals, implicit theories and behavioral regulation among polytechnic engineering students. The International Journal of Research and Review, 5, 1-17.
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  • Vansteenkiste, M., Smeets, S., Soenens, B., Lens, W., Matos, L., & Deci, E. L. (2010). Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes. Motivation and Emotion, 34, 333–353. doi: 10.1007/s11031-010-9188-3
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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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  • Farkas, M. S., & Grolnick, W. S. (2010). Examining the components and concomitants of parental structure in the academic domain. Motivation and Emotion, 34, 266–279.
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  • Katz, I., Kaplan, A., & Gueta, G. (2010). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78, 246–267. doi: 10.1080/00220970903292868
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  • Koka, A., & Hagger, M. S. (2010). Perceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory. Research Quarterly for Exercise and Sport, 81, 74-86.
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  • McLachlan, S., & Hagger, M. S. (2010). Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context. Teaching and Teacher Education, 26, 1205-1211.
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  • Oliver, E. J., Markland, D. A., & Hardy, J. (2010). Interpretation of self-talk and post-lecture affective states of higher education students: A self-determination theory perspective. British Journal of Educational Psychology, 80, 307–323.
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  • Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26, 741–752.
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  • 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, 263–272.
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  • Smith, K. J., Davy, J. A., & Rosenberg, D. L. (2010). An examination of the validity of the Academic Motivation Scale with a United States business student sample. Psychological Reports, 106, 323-341.
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  • Kenny, M. E., Walsh-Blair, L. Y., Blustein, D. L., Bempechat, J., & Seltzer, J. (2010). Achievement motivation among urban adolescents: Work hope, autonomy support, and achievement-related beliefs. Journal of Vocational Behavior, 77, 205–212.
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  • Koh, C., Tan, H. S., Tan, K. C., Fang, L., Fong, F. M., Kan, D., Lye, S. L., & Wee, M. L. (2010). Investigating the effect of 3D simulation-based learning on the motivation and performance of engineering students. The Journal of Engineering Education, 99, 237-251.
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  • Radel, R., Sarrazin, P., Legrain, P., & Wild, T. C. (2010). Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102, 577-587.
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  • Roth, G., Ron, T., & Benita, M. (2009). Mothers’ parenting practices and adolescents’ learning from their mistakes in class: The mediating role of adolescent’s self-disclosure. Learning and Instruction, 19, 506-512.
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  • Spittle, M., Jackson, K., & Casey, M. (2009). Applying self-determination theory to understand the motivation for becoming a physical education teacher. Teaching and Teacher Education, 25, 190–197.
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  • Zhou, M., Ma, W. J., & Deci, E. L. (2009). The importance of autonomy for rural Chinese children's motivation for learning. Learning and Individual Differences, 19, 492-498.
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  • Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook on motivation at school (pp. 171-196). New York, NY: Routledge.
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  • Roth, G., Assor, A., Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45, 1119–1142.
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  • Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, R. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79, 57-68.
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  • Liu, W. C., Wang, C. K., Tan, O. S., Koh, C., & Ee, J. (2009). A self-determination approach to understanding students' motivation in project work. Learning and Individual Differences, 19, 139–145.
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  • Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101, 482-497.
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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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  • Liu, W. C., Wang, C. K., Tan, O. S., Ee, J., & Koh, C. (2009). A self-determination approach to understanding students’ motivation in project work. Learning and Individual Differences, 19, 139-145.
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  • Sørebø, Ø., Halvari, H., Gulli, V., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53, 1177–1187.
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  • Nie, Y., & Lau, S (2009). Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary Educational Psychology, 34, 185-194.
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  • Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671-688.
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  • Arnone, M. P., Reynolds, R., & Marshall, T. (2009). The effect of early adolescents’ psychological needs satisfaction upon their perceived competence in information skills and intrinsic motivation for research. School Libraries Worldwide, 15, 115-134.
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  • Taylor, I. M., Ntoumanis, N., & Smith, B. (2009). The social context as a determinant of teacher motivational strategies in physical education. Psychology of Sport and Exercise, 10, 235-243.
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  • Miller, T. C., & Stone, D. (2009). Public speaking apprehension (PSA), motivation, and affect among accounting majors: A proof-of-concept intervention. Issues in Accounting Education, 24, 265-298.
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  • Fernet, C., Senecal, C., Guay, F., March, H., & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTMST). Journal of Career Assessment, 16, 256-279.
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  • Bozack, A. R., Vega, R., McCaslin, M., & Good, T. L. (2008). Teacher support of student autonomy in comprehensive school reform classrooms. Teachers College Record, 110, 2389–2407.
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  • Jang, H. (2008). Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100, 798–811.
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  • Wang, C. K., & Liu, W. C. (2008). Teachers’ motivation to teach national education in Singapore: A self-determination theory approach. Asia Pacific Journal of Education, 28, 395-410.
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  • Boiché, J. C., Sarrazin, P. G., Grouzet, F. M., & Pelletier, L. G. (2008). Students’ motivational profiles in physical education and achievement outcomes: A Self-Determination Theory perspective. Journal of Educational Psychology, 100, 688-701.
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  • Green-Demers, I., Legault, L., Pelletier, D., & Pelletier, L. G. (2008). Factorial invariance of the Academic Amotivation Inventory (AAI) across gender and grade in a sample of Canadian high school students. Educational and Psychological Measurement, 68, 862-880. doi: 10.1177/0013164407313368
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  • Tsai, Y., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100, 460-472.
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  • Guiffrida, D., Gouveia, A., Wall, A., & Seward, D. (2008). Development and validation of the Need for Relatedness at College Questionnaire (NRC-Q). Journal of Diversity in Higher Education, 1, 251-261.
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  • Taylor, I., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to understanding antecedents of teachers’ motivational strategies in physical education. Journal of Sport and Exercise Psychology, 30, 75-94.
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  • 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 vs. self-determination theory. Journal of Educational Psychology, 100, 387-397.
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  • Lens, W., Matos, L., & Vansteenkiste, M. (2008). Professores como fontes de motivacao dos alulos: o quê e o porquê da aprendizagem do aluno [Teachers as sources of students’ motivation:About the what and the why of student learning]. 31, 17-20.
  • Wang, F. (2008). Motivation and English achievement: An exploratory and confirmatory factor analysis of a new measure for Chinese students of English learning. North American Journal of Psychology, 10, 633-646.
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  • Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774.
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  • Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33, 883-897.
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  • Ommundsen, Y., & Kvalø, S. E. (2007). Autonomy-mastery supportive or performance focused?  Different teacher behaviors and pupil's outcomes in physical education . Scandinavian Journal of Educational Research, 51, 386-413.
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  • Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734-746.
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  • Grolnick, W. S., Farkas, M. S., Sohmer, R., Michaels, S., & Valsiner, J. (2007). Facilitating motivation in young adolescents: Effects of an after-school program. Journal of Applied Developmental Psychology, 28, 332-344.
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  • Matos, L., Lens, W., & Vansteenkiste, M. (2007). Achievement goals, learning strategies and Language achievement among Peruvian high school students. Psychologica Belgica, 47, 51-70. doi: 10.5334/pb-47-1-51
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  • Katz, I., Assor, A., Kanat-Maymon, Y., & Bereby-Meyer, Y. (2006). Interest as a motivational resource: Feedback and gender matter, but interest makes the difference. Social Psychology of Education, 9, 27-42. doi: 10.1007/s11218-005-2863-7
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  • Sarrazin, P. G., Tessier, D. P., Pelletier, L. G., Trouilloud, D. O., & Chanal, J. P. (2006). The effects of teachers' expectations about students' motivation on teachers' autonomy-supportive and controlling behaviors. International Journal of Sport and Exercise Psychology, 4, 283-301.
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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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  • Burton, K. D., Lydon, J. E., D'Alessandro, D. U., & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91, 750-762.
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  • Grouzet, F. M., Otis, N., & Pelletier, L. G. (2006). Longitudinal cross-gender factorial invariance of the Academic Motivation Scale. Structural Equation Modeling, 13, 73-98.
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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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  • 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.
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  • Hardre, P. L., Chen, C., Huang, S., Chiang, C., Jen, F., & Warden, L. (2006). Factors affecting high school students' academic motivation in Taiwan. Asia Pacific Journal of Education, 26, 198-207.
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  • Ryan, R. M., & Brown, K. W. (2005). Legislating competence: The motivational impact of high stakes testing as an educational reform. In A. E. Elliot & C. Dweck (Eds.), Handbook of competence (pp. 354-374). New York: Guilford Press.
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  • Miquelon, P., Vallerand, R. J., Grouzet, F. M., & Cardinal, G. (2005). Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 37, 913-924.
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  • Joussemet, M., Koestner, R., Lekes, N., & Landry, R. (2005). A longitudinal study of the relationship of maternal autonomy support to children’s adjustment and achievement in school. Journal of Personality, 73, 1215-1235.
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  • Walls, T. A., & Little, T. D. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, 23-31.
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  • Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child Development, 2, 483-501.
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  • Otis, N., Grouzet, F. M., & Pelletier, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170-183.
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  • Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005). Directly controlling teachers' behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15, 397-413.
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  • Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?. Journal of Educational Psychology, 97, 468-483.
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  • Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in three life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34, 589-604.
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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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  • Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology, 87, 246-260.
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  • Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L., & Lacante, M. (2004). Less is sometimes more: Goal-content matters. Journal of Educational Psychology, 96, 755-764.
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  • Wallhead, T. L., & Ntoumanis, N. (2004). Effects of a sport education intervention on students’ motivational responses in physical education. Journal of Teaching in Physical Education, 23, 4-18.
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  • Levesque, C. S., Zuehlke, N., Stanek, L., & Ryan, R. M. (2004). Autonomy and competence in German and U.S. university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96, 68-84.
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  • Ratelle, C. F., Guay, F., Larose, S., & Senecal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743-754.
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  • Hassandra, M., Goudas, M., & Chroni, S. (2003). Examining factors associated with intrinsic motivation in physical education: A qualitative approach. Psychology of Sport and Exercise, 4, 211–223.
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  • Senecal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33, 135-145.
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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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  • Filak, V., & Sheldon, K. M. (2003). Student psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23, 235-247.
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  • Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
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  • Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and self-determination theory. Best of Language Learning (Supplément S-1): Attitudes, Orientations, and Motivation in Language Learning, 53, 53-64.
  • Guay, F., Mageau, G. A., & Vallerand, R. J. (2003). On the hierarchical structure of self-determined motivation: A test of top-down, bottom-up, reciprocal, and horizontal effects. Personality and Social Psychology Bulletin, 29, 992-1004.
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  • Pelletier, L. G., Levesque, C. S., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behavior. Journal of Educational Psychology, 94, 186-196.
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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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  • 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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  • Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours in predicting student's engagement in school work. British Journal of Educational Psychology, 72, 261-278.
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  • La Guardia, J. G., & Ryan, R. M. (2002). A self-determination theory perspective on development within families, school, and society. In , Academic motivation of adolescents (pp. 193-219). : Information Age Publishing.
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  • Guay, F., & Boggiano, A. K. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650.
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  • Assor, A., & Kaplan, H. (2001). Mapping the domain Of autonomy support: Five important ways to enhance or undermine students' experience of autonomy in learning. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 101-120). Boston: Kluwer Academic Publishers.
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  • Noels, K. A. (2001). Learning Spanish as a second language: Learners' orientations and perceptions of their teachers' communication style. Language Learning, 51, 107-144.
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  • Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242.
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  • Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57, 424-442.
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  • Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research., 71, 1-27.
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  • Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
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  • Patrick, B. C., Hisley, J., & Kempler, T. (2000). What's everybody so excited about? The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68, 217-236.
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  • Noels, K., Pelletier, L. G., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53, 33-64.
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  • Wong, M. M. (2000). The relations among causality orientations, academic experience, academic performance, and academic commitment. Personality and Social Psychology Bulletin, 36, 315-326.
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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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  • Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
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  • Sheldon, K. M., & Biddle, B. J. (1998). Standards, accountability, and school reform: Perils and pitfalls. Teachers College Record, 100, 164-180. doi: 0161-4681-98
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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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  • Williams, G. C., Saizow, R., Ross, L., & Deci, E. L. (1997). Motivation underlying career choice for internal medicine and surgery. Social Science and Medicine, 45, 1705-1713.
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  • 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 drop out. Journal of Personality and Social Psychology, 72, 1161-1176.
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  • Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.
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  • Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above average children. Journal of Educational Psychology, 88, 203-214.
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  • Guay, F., & Vallerand, R. J. (1996). Social context, student's motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211-233.
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  • Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
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  • Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607-619.
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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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  • Ryan, R. M., Stiller, J., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, 226-249.
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  • Vallerand, R. J., Gagné, F., Senecal, C., & Pelletier, L. G. (1994). A comparison of school intrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly, 38, 172-175.
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  • Valas, H., & Sovik, N. (1994). Variables affecting students' intrinsic motivation for school mathematics: Two empirical studies based on Deci and Ryan's theory of motivation. Learning and Instruction, 3, 281-298.
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  • Boggiano, A. K., Flink, C., Shields, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students' self-determination: Effects on students' analytic problem-solving skills. Motivation and Emotion, 17, 319-336.
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  • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
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  • Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791.
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  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Valliéres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational & Psychological Measurement, 53, 159-172.
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  • Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60, 599-620.
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  • Wild, T. C., Enzle, M. E., & Hawkins, W. L. (1992). Effects of perceived extrinsic versus intrinsic teacher motivation on student reactions to skill acquisition. Personality and Social Psychology Bulletin, 18, 245-251.
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  • Deci, E. L., Hodges, R., Pierson, L., & Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25, 457-471.
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  • Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Valliéres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.
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  • 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.
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  • Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology, 59, 916-924.
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  • Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in non-directed text learning. Learning and Individual Differences, 2, 1-17.
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  • Grolnick, W. S., & Ryan, R. M. (1990). Self-perceptions, motivation, and adjustment in children with learning disabilities: A multiple group comparison study. Journal of Learning Disabilities, 23, 177-184.
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  • Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
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  • Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction and validation of the Motivation Toward Education Scale. Canadian Journal of Behavioural Science Revue Canadienne, 21, 323-349.
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  • Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction and validation of the Motivation toward Education Scale. Canadian Journal Of Behavioural Science Revue Canadienne Des Sciences Du Comportement, 21, 323-349.
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  • 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.
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  • Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898.
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  • Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.
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  • Benware, C., & Deci, E. L. (1984). The quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755-766.
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  • Connell, J. P., & Ryan, R. M. (1984). A developmental theory of motivation in the classroom. Teacher Education Quarterly, 11, 64-77.
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  • Deci, E. L., Speigel, N. H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). The effects of performance standards on teaching styles: The behavior of controlling teachers. Journal of Educational Psychology, 74, 852-859.
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  • Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650.
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Chapters, Overviews, and Commentaries

  • Ryan, R. M., & Deci, E. L. (2016). Facilitating and hindering motivation, learning, and well-being in schools: Research and observations from self-determination theory. In K. R. Wentzel & D. B. Miele (Eds.), Handbook on motivation at schools (pp. 96-119). New York, NY: Routledge.
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  • Guay, F., Lessard, V., & Dubois, P. (2016). How can we create better learning contexts for children? Promoting students’ autonomous motivation as a way to foster enhanced educational outcomes. In J. Wang, W.C., Liu, & R.M. Ryan (Eds.), Building Autonomous Learners (pp. 83-106). Singapore: Springer.
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  • Pelletier, L. G., & Rocchi, M. (2016). Teacher's motivation in the classroom. In W.C. Liu, J.C.K. Wang, & R.M. Ryan (Eds.), Building autonomous learners: Research and practical perspectives using self-determination theory (pp. 107-127). Singapore: Springer.
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  • Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In J. Wang, C. W. Liu, & R. M. Ryan (Eds.), Building autonomous learners: Research and practical perspectives using self-determination theory (pp. 9-29). Singapore: Springer.
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  • Wang, C. K., Ng, B. L. L., Liu, W. C., & Ryan, R. M. (2016). Can being autonomy-supportive in teaching improve students’ self-regulation and performance?. In In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 227-243). New York, NY: Springer.
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  • Liu, W. C., Wang, C. K., & Ryan, R. M. (2016). Building autonomous learners: Perspectives from research and practice using self-determination theory. New York, NY: Springer.
  • Liu, W. C., Wang, C. K., & Ryan, R. M. (2016). Understanding motivation in education: Theoretical and practical considerations. In W. C. Liu, J. C. K., & R. M. (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 1-7). New York, NY: Springer.
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  • Deci, E, & Ryan, R. (2016). Optimizing Students’ Motivation in the Era of Testing and Pressure: A Self-Determination Theory Perspective. In Liu, W, C., Wang, J, C, K., & Ryan, R., Building Autonomous Learners (pp. 9 - 29). Singapore: Springer. doi: 10.1007/978-981-287-630-0_2
  • Kusurkar, R. A., & Croiset, G. (2015). Self-determination theory and scaffolding applied to medical education as a continuum. Academic Medicine, 90(11), 1431. doi: 10.1097/ACM.0000000000000944
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  • Kusurkar, R. A., & Croiset, G. (2015). Autonomy support for autonomous motivation in medical education. Medical Education Online, 20, 27951. doi: 10.3402/meo.v20.27951
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  • Kusurkar, R. A., & Croiset, G. (2014). Electives support autonomy and autonomous motivation in undergraduate medical education. Medical Teacher, 36(10), 915-916. doi: 10.3109/0142159X.2014.940876
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  • Guiffrida, D., Lynch, M. F., Wall, A., & Abel, D. (2013). Do reasons for attending college affect academic outcomes? A test of a motivational model from a self-determination theory perspective. Journal of College Student Development, 54, 121-139. doi: 10.1353/csd.2013.0019
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  • Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, M. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22, 431-439. doi: 10.1016/j.learninstruc.2012.04.002
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  • Landry, R., Allard, R., & Deveau, K. (2009). Self-determination and bilingualism. Theory and Research in Education, 7, 203-213.
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  • Ryan, R. M., & Niemiec, C. P. (2009). Self-determination theory in schools of education: Can an empirically supported framework also be critical and liberating?. Theory and Research in Education, 7, 263-272.
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  • Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144.
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  • Pelletier, L. G., & Sharp, E. C. (2009). Administrative pressures and teachers' interpersonal behaviour in the classroom. Theory and Research in Education, 7, 174-183.
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  • Patrick, H., & Williams, G. C. (2009). Self-determination in medical education: Encouraging medical educators to be more like blues artists and poets. Theory and Research in Education, 7, 184-193.
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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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  • Katz, I., Assor, A., Kanat-Maymon, Y., & Bereby-Meyer, Y. (2006). Interest as a motivational resource: Feedback and gender matter, but interest makes the difference. Social Psychology of Education, 9, 27-42. doi: 10.1007/s11218-005-2863-7
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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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  • Poulsen, A. A., & Ziviani, J. (2006). Children’s participation beyond the school grounds. In S. Rodger & J. Ziviani, Occupational therapy with children: Understanding children’s occupations and enabling participation (pp. 280-297). London, UK: Blackwell Scientific Publications.
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  • Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. J. Dweck (Eds.), Handbook of competence and motivation (pp. 579-597). New York: Guilford Press.
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  • Alfi, O., Katz, I., & Assor, A. (2004). Learning to allow temporary failure: Potential benefits, supportive practices and teacher concerns. Journal of Education for Teaching, 30, 27-41.
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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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  • Ryan, R. M., & Lynch, M. F. (2003). Motivation and classroom management. In R. Curren (Ed.), A companion to the philosophy of education (pp. 260-271). Oxford: Blackwell.
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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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  • Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Impact of Psychological Factors on Education (pp. 61-87). San Diego: Academic Press.
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  • Deci, E. L., & Ryan, R. M. (2000). What is the self in self-directed learning?. In G. A. Straka (Ed.), What is the self in self-directed learning? (pp. 75-92). Muenster, Germany: Waxmann.
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  • Ryan, R. M., & La Guardia, J. G. (1999). Achievement motivation within a pressured society: Intrinsic and extrinsic motivations to learn and the politics of school reform. In T. Urdan (Ed.), Advances in motivation and achievement (Vol 11, pp. 45-85). Greenwich, CT: JAI Press.
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  • Williams, G. C., & Deci, E. L. (1998). The importance of supporting autonomy in medical education. Annals of Internal Medicine, 129, 303-308.
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  • Deci, E. L., Kasser, T., & Ryan, R. M. (1997). Self-determined teaching in colleges and universities: Possibilities and obstacles. In J. Bess (Ed), Teaching well and liking it: Motivating faculty to teach effectively (pp. 57-71). Baltimore: The Johns Hopkins University Press.
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  • Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165-183.
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  • Rigby, C. S., Deci, E. L., Patrick, B. C, & Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16, 165-185.
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  • Ryan, R. M., & Powelson, C. L. (1991). Autonomy and relatedness as fundamental to motivation in education. Journal of Experimental Education, 60, 49-66.
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  • Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325-346.
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  • Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: Vol. 7, goals and self-regulatory processes (pp. 115-149). Greenwich, CT: JAI Press.
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  • Ryan, R. M., & Deci, E. L. (1989). Bridging the research traditions of task/ego involvement and intrinsic/extrinsic motivation: A commentary on Butler (1987). Journal of Educational Psychology, 81, 265-268.
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  • Connell, J. P., & Ryan, R. M. (1987). Motivation and development in the context of schools. International Society for The Study of Behavioral Development Newsletter, 12, 1-3.
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  • Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. E. Ames (Eds.), Research on motivation in education: The classroom in milieu (pp. 13-51). New York: Academic Press.
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