Language Learning
Alamer, A., Morin, A. J. S., Alrabai, F., & Alharfi, A. (2023). Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement. Acta Psychologica, 240, 104021. doi: https://doi.org/10.1016/j.actpsy.2023.104021
Alamer, A., & Alrabai, F. (2023). The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1), 148-168. doi: 10.1093/applin/amac035
Alamer, A., & Alrabai, F. (2023). The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1), 148-168. doi: 10.1093/applin/amac035
Zeng, C., & Fisher, L. (2023). Opening the “Black Box”: How out-of-class use of Duolingo impacts Chinese junior high school students’ intrinsic motivation for English. ECNU Review of Education, Advance Online doi: 10.1177/20965311231171606
Alamer, A., Al Khateeb, A., & Jeno, L. M. (2023). Using WhatsApp increases language students' self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning, 39(2), 417-431. doi: 10.1111/jcal.12753
Tanaka, Y., & Kutsuki, A. (2023). Motivational patterns of emergent and fully bilingual children learning English and Japanese at an international school. International Journal of Bilingualism, 27(5), 618–633. doi: 10.1177/13670069221113730
Oga-Baldwin, W. L. Q., Parrish, A., & Noels, K.A. (2023). Taking root: Self-determination in language education. Journal for the Psychology of Language Learning, 4(1), e41111. doi: 10.52598/jpll/4/1/9
Printer, L. (2023). Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom.. Language Teaching Research, Advance Online, 1-29. doi: 10.1177/13621688231204443
Cho, H. J., Levesque, C. S., & Yough, M. (2023). How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective. Learning Environments Research, 26, 51-76. doi: 10.1007/s10984-021-09401-x
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Alamer, A. (2022). Basic psychological need satisfaction and continued language learning during a pandemic: A structural equation modelling approach. Journal for the Psychology of Language Learning, 4(1), e14322. doi: https://doi.org/10.52598/jpll/4/1/1
Alamer, A. (2022). Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit. System, 108, 102850. doi: 10.1016/j.system.2022.102850
Alamer, A. (2022). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44(1), 164-184. doi: 10.1017/S027226312100005X
Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. doi: 10.1016/j.rmal.2022.100027
Shirvan, M. E., & Alamer, A. (2022). Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement. Journal of Multilingual and Multicultural Development, Advance Online doi: 10.1080/01434632.2022.2075002
Chen, L. (2022). Exploring the motivation of the older Chinese people learning English in China: A case study in a senior college in Guangdong. Educational Gerontology, 48(2), 74–102. doi: 10.1080/03601277.2021.2021720
Davis, W. S. (2022). Autonomy, competence, relatedness, and beneficence: Exploring the interdependence of basic needs satisfaction in postsecondary world language education. Journal for the Psychology of Language Learning, 4(1), e15422. doi: 10.52598/jpll/4/1/2
Leeming, P., & Harris, J. (2022). Measuring foreign language students’ self‐determination: A Rasch validation study. Language Learning, 72(3), 646–694. doi: 10.1111/lang.12496
Oga-Baldwin, W. L. Q., & Hirosawa, E. (2022). Self-determined motivation and engagement in language: A dialogic process. In In A. H. Al-Hoorie & F. Szabó (Eds.), Self-determined motivation and engagement in language: A dialogic process (pp. 71-80). : Bloomsbury. doi: 10.1007/978-3-030-28380-3_5
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Jeon, J. (2022). Exploring a self-directed interactive app for informal EFL learning: A self-determination theory perspective. Education and Information Technologies, 27(4), 5767–5787. doi: 10.1007/s10639-021-10839-y
Alamer, A., & Marsh, H. (2022). Exploratory structural equation modeling in second language research: An applied example using the dualistic model of passion. Studies in Second Language Acquisition, 44(5), 1477-1500. doi: 10.1017/S0272263121000863
Meristo, M. (2022). University students’ motivation to study the French language: A time trend study. Journal for the Psychology of Language Learning, 4(1), e19222. doi: 10.52598/jpll/4/1/4
Oga-Baldwin, W. L. Q., Parrish, A., & Noels, K.A. (2022). Taking root: Establishing Self-Determination Theory as a fertile framework for the psychology of language learning. Journal for the Psychology of Language Learning, 4(1), e41111. doi: 10.52598/jpll/4/1/9
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Oga-Baldwin, W. L. Q. (2022). The quality of our connections matters: Relationships Motivation Theory in independent language learning. In In J. Mynard & S. Shelton-Strong (Eds.), The quality of our connections matters: Relationships Motivation Theory in independent language learning (pp. 149-163). : Multilingual Matters. doi: 10.21832/9781788929059-011
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Liu, M., & Oga-Baldwin, W. L. Q. (2022). Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106, 102762. doi: 10.1016/j.system.2022.102762
Shelton-Strong, S. J. (2022). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26(5), 963-985. doi: 10.1177/1362168820912355
Shelton-Strong, S. J. (2022). Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support. Psychology of Language and Communication, 26(1), 415-499. doi: 10.2478/plc-2022-0020
Mynard, J., & Shelton-Strong, S. J. (2022). Self-Determination Theory: A proposed framework for self-access language learning. Journal for the Psychology of Language Learning, 4(1), e414522. doi: 10.52598/jpll/4/1/5
Parrish, A., & Vernon, J. (2022). Measuring Motivation in English schools: The Appeal of Self-Determination Theory. Journal for the Psychology of Language Learning, 4(1), e414922. doi: 10.52598/jpll/4/1/6
Al-Hoorie, A. H., Oga-Baldwin, W. L. Q., Hiver, P., & Vitta, J. P. (2022). Self-Determination mini-theories in second language learning: A systematic review of three decades of research. PsyArXiv, Advance Online doi: 10.1177/13621688221102686
Alamer, A., & Al Khateeb, A. (2021). Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted LAnguAge LeArning doi: 10.1080/09588221.2021.1903042
Alamer, A. (2021). Construct validation of Self-Determination Theory in second language scale: The bifactor exploratory structural equation modeling approach. Frontiers in Psychology, 12, 732016. doi: 10.3389/fpsyg.2021.732016
Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation; A mixed methods approach. Frontiers in Education, 6, 618655. doi: 10.3389/feduc.2021.618655
Alamer, A., & Lee, J. (2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 0(0), 1-22. doi: 10.1177/13621688211033694
Shelton-Strong, S. J., & Mynard, J. (2021). . In , Promoting positive feelings and motivation for language learning: the role of a confidence- building diary (Vol 15(5), pp. 458-472). : . doi: 10.1080/17501229.2020.1825445
Parrish, A. (2021). Feminisation, masculinisation and the other: Re-evaluating the Language Learning Decline in England. The Language Learning Journal, 51(1), 94-111. doi: 10.1080/09571736.2021.1989016
Printer, L. (2021). Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): A self-determination theory perspective. The Language Learning Journal, 49(3), 288-301. doi: 10.1080/09571736.2019.1566397
Oga-Baldwin, W. L. Q., & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different?. Learning and Individual Differences, 79, 101852. doi: 10.1016/j.lindif.2020.101852
Munoz-Restrepo, A., Ramirez, M., & Gaviria, S. (2020). Strategies to enhance or maintain motivation in learning a foreign language. Profile: Issues in Teachers’ Professional Development, 22(1), 175-188. doi: 10.15446/profile.v22n1.73733
Meristo, M. (2020). La satisfaction des besoins psychologiques fondamentaux et la motivation pour apprendre le français langue étrangère chez des étudiants estoniens universitaires. Synergies pays riverains de la Baltique, 14, 27-39.
Oga-Baldwin, W. L. Q., & Nakata, Y. (2020). How teachers promote young language learners' engagement. Language Teaching for Young Learners, 2(1), 101–130. doi: 10.1075/ltyl.19009.oga
Oga-Baldwin, W. L. Q. (2020). . In , Show them how, but don’t intrude: Autonomy support promotes EFL classroom attendance and achievement, teacher control hinders it (Vol 5). : . doi: 10.37546/JALTTLT44.3-1
Parrish, A. (2020). Modern foreign languages: decision-making, motivation and 14–19 schools. Cambridge Journal of Education, 50(4), 469-481. doi: 10.1080/0305764X.2020.1724261
Parrish, A., & Lanvers, U. (2019). Student motivation, school policy choices and modern language study in England. The Language Learning Journal, 47(3), 281-298. doi: 10.1080/09571736.2018.1508305
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Oga-Baldwin, W. L. Q., Fryer, L. K., & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System, 86, 102118. doi: 10.1016/j.system.2019.102118
Alamer, A., & Lee, J. (2019). A motivational process model explaining L2 Saudi students’ achievement of English. System, 87, 102133. doi: 10.1016/j.system.2019.102133
Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86, 102128. doi: 10.1016/j.system.2019.102128
McEown, M. S., & Oga-Baldwin, W. L. Q. (2019). . In , Self-determination for all language learners: New applications for formal language education (Vol 86, pp. 102124). : . doi: 10.1016/j.system.2019.102124
Noels, K.A., Vargas Lascano, D.I., & Saumure, K. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, 1-31. doi: 10.1017/S0272263118000189
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Oga-Baldwin, W. L. Q., & Fryer, L. K. (2018). Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion, 42, 527-545. doi: 10.1007/s11031-018-9681-7
Lou, N.M., Chaffee, K.E., Vargas-Lascano, D.I., Dincer, A., & Noels, K.A. (2018). Complementary perspectives on autonomy in Self-Determination Theory (SDT) and language learner autonomy (LLA). TESOL Quarterly, 52(1), 210-220. doi: 10.1002/tesq.403
Lou, N.M., & Noels, K.A. (2018). Western and heritage cultural internalizations predict EFL students’ language motivation and confidence. International Journal of Bilingual Education and Bilingualism, 1-15. doi: https://doi.org/10.1080/13670050.2018.1508277
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Oga-Baldwin, Q., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive model forJapanese young language learners. System, 65, 151-163. doi: 10.1016/j.system.2017.01.011
Oga-Baldwin, W. L. Q., Nakata, Y., & Ryan, R. M. (2017). Motivating young learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49, 140-150. doi: http://dx.doi.org/10.1016/j.cedpsych.2017.01.010
Sun, L., Frederick, C., Sanjuan Espejo, P., & Cunningham, R. (2016). Can we teach a programming language as a second language?. Proceedings of the ASEE Annual Conference and Exposition
Noels, K.A., Chaffee, K.E., Lou, N.M., & Dincer, A. (2016). Self-determination, engagement, and identity in learning German: Some directions in the psychology of language learning motivation. Fremdsprachen Lehren und Lernen, 45(2), 12-29.
Oga-Baldwin, W. L. Q., & Nakata, Y. (2015). Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes. Japanese Psychological Research, 57(3), 167-179. doi: 10.1111/jpr.12077
Noels, K.A. (2015). Supporting students' self-¬determined motivation to learn languages. Contact: English Language Learning Magazine, 41, 21-32.
Monteiro, V., Mata, L.,, & Peixoto, F. (2015). Intrinsic motivation inventory: Psychometric properties in the context of first language and mathematics learning. Psicologia: Reflexão e Crítica, 28(3), 434-443. doi: https://dx.doi.org/10.1590/1678-7153.201528302
McEown, M.S., Noels, K.A., & Chaffee, K.E. (2014). . In K. Cziser and M. Magid (Ed.), The Impact of Self Concept on Second Language Acquisition (pp. 19-50). Bristol, UK: Multilingual Matters.
Oga-Baldwin, W. L. Q., & Nakata, Y. (2014). Supplementing the elementary foreign language course of study with a self-determination framework. International Journal of Curriculum Development and Practice, 16(1), 13–26. doi: 10.18993/jcrdaen.16.1_13
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McEown, E.S., Noels, K.A., & Saumure, K.D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241. doi: 10.1016/j.system.2014.06.001
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Noels, K.A. (2013). . In M. Apple, D. Da Silva, & T. Fellner (Ed.), Language Learning Motivation in Japan (pp. 15-34). Bristol, UK: Multilingual Matters.
Bakar, K. A., Sulaiman, N. F., & Rafaai, Z. A. M. (2010). Self-Determination Theory and motivational orientations of Arabic learners: A principal component analysis. GEMA Online Journal of Language Studies, 10(1), 71-86.
Landry, R., Allard, R., & Deveau, K. (2009). Self-determination and bilingualism. Theory and Research in Education, 7, 203-213.
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Comanaru, R., & Noels, K.A. (2009). Self-determination, motivation, and the learning of Chinese as a heritage language. Canadian Modern Language Review, 66, 131-158. doi: 10.3138/cmlr.66.1.131
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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
McIntosh, C.N., & Noels, K.A. (2004). Self determined motivation for language learning: The role of need for cognition and language learning strategies. Zeitshrift für Interculturellen Fremdsprachunterricht, 9(2)
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Noels, K., Pelletier, L. G., Clement, R., & Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53(51), 33-64. doi: 10.1111/1467-9922.53223
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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. doi: 10.1111/0023-8333.00149
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Noels, K.A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Orientations and Self-Determination Theory. Language Learning, 50, 57-85. doi: 10.1111/0023-8333.00111
Digital/Online Learning
Behzadnia, B., Mollaei Zangi, F., Rezaei, F., & Eskandarnejad, M. (2023). Predicting students’ basic psychological needs, motivation, and well-being in online physical education: A semester-term longitudinal study. International Journal of Sport and Exercise Psychology, Advance online publication doi: 10.1080/1612197X.2023.2237051
Zeng, C., & Fisher, L. (2023). Opening the “Black Box”: How out-of-class use of Duolingo impacts Chinese junior high school students’ intrinsic motivation for English. ECNU Review of Education, Advance Online doi: 10.1177/20965311231171606
Langdon, J. L., Van Arkel, J., & Greene, K. (2023). Exploring virtual coach education in USA Lacrosse. International Journal of Sport Coaching, 10(3), 399-409. doi: 10.1123/iscj.2022-0034
David, L., & Weinstein, N. (2023). Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement. European Journal of Psychology of Education, Advance Online doi: 10.1007/s10212-023-00734-0
Spinks, M., Metzler, M., Kluge, S., Langdon, J. L., Gurvitch, R., Smitherman, M., Esmat, T., Bhattacharya, S., Carruth, L., Crowther, K., Denton, R., Edwards, O. V., Shrikhande, M., Strong-Green, A., & esma (2023). “This wasn’t pedagogy, It was panicgogy”: Perspectives of the challenges faced by students and instructors during the emergency transition to remote learning due to COVID-19. College Teaching, 71(4), 227-243. doi: 10.1080/87567555.2021.2018395
Ismailov, M., & Chiu, T. (2022). Catering to inclusion and diversity with Universal Design for Learning (UDL) in asynchronous online education: A Self-determination Theory perspective. Frontiers in Psychology, 13, 819884. doi: 10.3389/fpsyg.2021.800569
Jeno, L. M., Egelandsdal, K., & Grytnes, J-A. (2022). A qualitative investigation of psychological need-satisfying experiences of a mobile learning application: a Self-Determination Theory approach. Computers and Education Open, 3, 100108. doi: 10.1016/j.caeo.2022.100108
Metzler, M., Gurvitch, R., Kluge, S., Smitherman, M., & Spinks, M. L., Esmat, T. A., Langdon, J. L., Edwards, O. V., Carruth, L., Crowther, K., Shrikhande, M., Bhattacharya, S., & Strong-Green, A. (2022). The impact of transitioning to emergency remote instruction on perceptions of preparation, institutional support and teaching effectiveness. College Teaching, 70(3), 368-379. doi: 10.1080/87567555.2021.1954870
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Jeon, J. (2022). Exploring a self-directed interactive app for informal EFL learning: A self-determination theory perspective. Education and Information Technologies, 27(4), 5767–5787. doi: 10.1007/s10639-021-10839-y
Alamer, A., & Al Khateeb, A. (2021). Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted LAnguAge LeArning doi: 10.1080/09588221.2021.1903042
Audet, E. C., Levine, S. L., Metin, E., Koestner, S., & Barcan, S. (2021). Zooming their way through university: Which Big 5 traits facilitated students' adjustment to online courses during the COVID-19 pandemic. Personality and Individual Differences, 180, 110969. doi: 10.1016/j.paid.2021.110969
Chiu, T. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 4, 1-17. doi: 10.1080/15391523.2021.1891998
Chiu, T. (2021). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments doi: 10.1080/10494820.2021.1926289
Chiu, T. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909. doi: 10.1016/j.chb.2021.106909
Masland, L. C. (2021). Resilient pedagogy and self-determination theory: Unlocking student engagement in uncertain times. In In Thurston, T. N., Lundstrom, K., & González, C., Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 13-36). : Utah State University. doi: 10.26079/a516-fb24
Salikhova, N. R., Lynch, M. F., & Salikhova, A. B. (2021). Adult learners’ responses to online learning: A qualitative analysis grounded in self-determination theory. EURASIA Journal of Mathematics, Science and Technology Education, 17 doi: 10.29333/ejmste/11176
Wang, C., Hsu, H-C. K., Bonem, E. M., Moss, J.D., Yu, S., Nelson, D. B., & Levesque, C. S. (2019). Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts. Computers in Human Behavior, 95, 114-125. doi: 10.1016/j.chb.2019.01.034
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Lonsdale, C., Sanders, T., Cohen, K. E., Parker, P., Noetel, M., Hartwig, T., ..., & Lubans, D. R. (2016). . In , Scaling-up an efficacious school-based physical activity intervention: Study protocol for the ‘Internet-based Professional Learning to help teachers support Activity in Youth’(iPLAY) cluster randomized controlled trial and scale-up implementation evaluation (Vol 16(1), pp. 873). : . doi: 10.1186/s12889-016-3243-2.
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Bachman, C. M., & Stewart, C. (2011). Self-determination theory and web-enhanced course template development. Teaching of Psychology, 38, 180-188. doi: https://doi.org/10.1177/0098628311411798
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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.
Rigby, C. S., & Przybylski, A. K. (2009). Virtual worlds and the learner hero: How today's video games can inform tomorrow's digital learning environments. Theory and Research in Education, 7, 214-223.
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Shin, M., & Adame, E. A. (2024). Helicopter parenting and first-semester students’ adjustment to college: A self-determination theory perspective. Journal of Social and Personal Relationships, 41(2), 372-389. doi: 10.1177/026540752311864
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Huyghebaert‐Zouaghi, T., Ntoumanis, N., Thomas, J., Badré, S., & Berjot, S. (2024). Rethinking students' psychological need states: The unique role of need unfulfilment to understanding ill‐being in academic settings. Stress and Health, Advance online publication doi: 10.1002/smi.3379
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Vermote, B., Vansteenkiste, M., Soenens, B., & Beyers, W. (2024). Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach. Studies in Higher Education, Advance online publication doi: 10.1080/03075079.2023.2296565
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Langdon, J. L., Brady, A., & Botnaru, D. (2024). Need satisfaction, motivation, and learning strategies in undergraduate kinesiology students. International Journal of Kinesiology in Higher Education, Advance online publication doi: 10.1080/24711616.2024.2335885
Siacor, K. H., Ng, B., & Liu, W. C. (2024). Fostering student motivation and engagement through teacher autonomy support: A self-determination theory perspective. International Journal of Instruction, 17(2), 583-598.
Vedder-Weiss, D., Roth, G., & Mishaeli, Y. (2024). Supporting teacher reflection and motivation through psychological needs satisfaction in collaborative reflection-based PD. The Journal of Experimental Education, Advance online publication doi: 10.1080/00220973.2024.2309920
Codina, N., Castillo, I., Pestana, J. V., & Valenzuela, R. (2024). Time perspectives and procrastination in university students: Exploring the moderating role of basic psychological need satisfaction. BMC Psychology, 12(5) doi: 10.1186/s40359-023-01494-8
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King, T., Smits, A., Jaarsma, D., & Voogt, J. (2024). What need-supportive and need-thwarting teaching behaviors do university teachers use in their honors classes? An observational study. International Journal of Educational Research, 6, 100331. doi: 10.1016/j.ijedro.2024.100331
Flunger, B., & Chanal, J. (2023). doi: 10.4324/9781003303473-5
Escandell, S., & Chu, T. L. (2023). Implementing Relatedness-Supportive Teaching Strategies to Promote Learning in the College Classroom. Teaching of Psychology, 50(4), 441-447. doi: 10.1177/00986283211046873
Collie, R. (2023). Teachers’ work motivation: Examining perceived leadership practices and salient outcomes. Teaching and Teacher Education, 135, 104348. doi: 10.1016/j.tate.2023.104348
Collie, R. J. (2023). Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3), 712-726. doi: 10.1111/bjep.12587
Behzadnia, B., Mollaei Zangi, F., Rezaei, F., & Eskandarnejad, M. (2023). Predicting students’ basic psychological needs, motivation, and well-being in online physical education: A semester-term longitudinal study. International Journal of Sport and Exercise Psychology, Advance online publication doi: 10.1080/1612197X.2023.2237051
Serrano, J. W., Abu-Ramadan, T. M., Vasko, J. M., Leopold, D. R., Canu, W. H., Willcutt, E. G., & Hartung, C. M. (2023). ADHD and psychological need fulfillment in college students. Journal of Attention Disorders, 27(8), 912-924. doi: 10.1177/10870547231161530
Johansen, M., Eliassen, S., & Jeno, L. M. (2023). “Why is this relevant for me?”: Increasing content relevance enhances student motivation and vitality. Frontiers in Psychology, 14 doi: 10.3389/fpsyg.2023.1184804
Audet, E., Dubois, P., Levine, S., & Koestner, R. (2023). Autonomy support for the academic goal pursuit and subjective well-being of students with disabilities. Gogent Mental Health, 2(1) doi: 10.1080/28324765.2023.2255040
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Kleinkorres, R., Stang-Rabrig, J., & McElvany, N. (2023). The longitudinal development of students' well-being in adolescence: The role of perceived teacher autonomy support. Journal of Research on Adolescence, 33(2), 496-513. doi: 10.1111/jora.12821
Jeno, L. M., Nylehn, J., Hole, T. N., Raaheim, A., Velle, G., & Vandvik, V. (2023). Motivational determinants of students’ academic functioning: The role of autonomy-support, autonomous motivation, and perceived competence. Scandinavian Journal of Educational Research, 67(2), 194-211. doi: 10.1080/00313831.2021.1990125
Wilkesmann, U. (2023). . In Liudvika Leisyte, Jay Dee & Barend van der Meule, The organizational transformation of universities: Using motivation theories to explain the micro–macro link: Edward Elgar Publishing Ltd..
Merchán Tamayo, J. P., Rocchi, M., Lennox Terrion, J., & Beaudry, S. (2022). First impressions matter! An experiment comparing autonomous and controlling language in course syllabi. International Journal for the Scholarship of Teaching and Learning, 16(2), Article 7. doi: 10.20429/ijsotl.2022.160207
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Iraola-Real, I., Matos, L., & Gargurevich, R. (2022). The type of motivation does matter for university preparation. Estudos de Psicologia (Campinas) / Developmental Psychological, 39, e190177. doi: 10.1590/1982-0275202239e190177
Neufeld, A. (2022). A commentary on “Medical student wellness in Canada: time for a national curriculum framework”. Canadian Medical Education Journal doi: 10.36834/cmej.74143
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Jeno, L. M., Diseth, A., & Grytnes, J-A. (2021). Testing the METUX model in higher education: Interface and task need–satisfaction predict engagement, learning, and well-being. Frontiers in Psychology, 12, 631564. doi: 10.3389/fpsyg.2021.631564
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Alfayez, A. A., Noman, M., Alqahtani, A. S., Altuwaijri, A. I., & Kaur, A. (2021). Principal's learning-centred leadership practices and teacher's wellbeing: a self-determination theory perspective. Educational Studies, Advance Online doi: 10.1080/03055698.2021.1960150
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Miksza, P., Evans, P., & McPherson, G. E. (2021). Wellness among university-level music students: A study of the predictors of subjective vitality. Musicae Scientiae, 25(2), 143–160. doi: 10.1177/1029864919860554
Meristo, M. (2021). . In , Emotional turmoil or peaceful agreements? A phenomenological study on coping with reforms in higher education institution (Vol 26(6), pp. 1846-1863). : . doi: 10.46743/2160-3715/2021.4677
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Slemp, G., Field, J. G., & Cho, A. S. H. (2020). A meta-analysis of autonomous and controlled forms of teacher motivation. Journal of Vocational Behavior, 121, 103459. doi: 10.1016/j.jvb.2020.103459
Almukhambetova, A., & Hernández-Torrano, D. (2020). Gifted students’ adjustment and underachievement in university: An exploration from the self-determination theory Perspective. Gifted Child Quarterly, 64(2), 117-131. doi: 10.1177/0016986220905525
Wilkesmann, U., & Lauer, S. (2020). The influence of teaching motivation and New Public Management on academic teaching. Studies in Higher Education, 45(2), 434-451. doi: 10.1080/03075079.2018.1539960
Y, Shi, & Levesque, C. S. (2020). A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education. Contemporary Educational Psychology, 61, 101857. doi: 10.1016/j.cedpsych.2020.101857
Neufeld, A., & Malin, G. (2020). How medical students’ perceptions of instructor autonomy-support mediate their motivation and psychological well-being. Medical Teacher, 42:6, 650-656. doi: 10.1080/0142159X.2020.1726308
Guay, F., Bureau, J. S., Litalien, D., & Ratelle, C. F. (2020). A self-determination theory perspective on RIASEC interest types: Autonomy and controlled orientations as predictors of self-efficacy and college program choices. Motivation Science, 6(2), 164–170. doi: 10.1037/mot0000142
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Liu, W. C., & Sitoe, C. Y. (2020). Student teachers' psychological needs, subjective experience and perceived competence in teaching during practicum. Asia Pacific Journal of Education, 40(2), 154-166. doi: 10.1080/02188791.2019.1696746
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Gillet, N., Morin, A. J. S., Huyghebaert-Zouaghi, T., Alibran, E., Barrault, S., & Vanhove-Meriaux, C. (2020). Students’ need satisfaction profiles: Similarity and change over the course of a university semester. Applied Psychology: An International Review, 69(4), 1396-1437. doi: 10.1111/apps.12227
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). . In , When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students (Vol 90, pp. 103004). : . doi: 10.1016/j.tate.2019.103004
Weinstein, N., Chubb, J., Haddock, G., & Wilsdon, J. (2020). A conducive environment? The role of need support in the higher education workplace and its effect on academics' experiences of research assessment in the UK. Higher Education Quarterly doi: 10.1111/hequ.12259
Chu, T. L., Zhang, T., & Cheung, H. Y. (2019). The roles of need-supportive social environments in university physical education courses. International Journal of Sport and Exercise Psychology, 17(3), 212-231. doi: 10.1080/1612197X.2017.1339727
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Yasue, M., Jeno, L. M., & Langdon, J. L. (2019). Are autonomously motivated university instructors more autonomy-supportive teachers?. International Journal for the Scholarship of Teaching and Learning, 13 doi: 10.20429/ijsotl.2019.130205
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Vansteenkiste, M., Aelterman, N., Haerens, L., & Soenens, B. (2019). Seeking Stability In Stormy Educational Times: A Need-Based Perspective On (De)Motivating Teaching Grounded In Self-Determination Theory. Motivation in Education at a Time of Global Change, 20, 53-80. doi: 10.1108/S0749-742320190000020004
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Gillet, N., Morin, A.J.S, Huyghebaert, T., Burger, L., Maillot, A., Poulin, A., & Tricard, E. (2019). University students’ need satisfaction trajectories: A growth mixture analysis. Learning and Instruction, 60, 275-285. doi: 10.1016/j.learninstruc.2017.11.003
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Cuevas, R., Ntoumanis, N., Fernandez-Bustos, J. G., & Bartholomew, K. (2018). Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of School Psychology, 68, 154-162. doi: 10.1016/j.jsp.2018.03.005
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Freer, E., & Evans, P. (2018). Psychological needs satisfaction and value in students’ intentions to study music in high school. Psychology of Music, 46(6), 881–895. doi: 10.1177/0305735617731613
Abós, Á., Haerens, L., Sevil, J., Aelterman, N., & García-González, L. (2018). Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teaching and Teacher Education, 74, 21-34. doi: 10.1016/j.tate.2018.04.010
Kantas, O., Kart, M. E., & Güldü, Ö. (2018). Career Locus and Career Adaptabilities: A Self-determination Perspective for Turkish University Students' Case. Journal of Social Security, 8(1), 215-234. doi: 10.32331/sgd.422946
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Assor, A., Feinberg, O., Kanat-Maymon, Y., & Kaplan, H. (2018). . In , Reducing violence in non-controlling ways: A change program based on self determination theory (Vol 86(2), pp. 195-213). : . doi: 10.1080/00220973.2016.1277336
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Y, Shi, & Levesque, C. S. (2018). Are students in some college majors more self-determined in their studies than others?. Motivation and Emotion, 42, 831-851. doi: 10.1007/s11031-018-9711-5
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Jeno, L. M., Danielsen, A. G., & Raaheim, A. (2018). A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach. Educational Psychology, 38, 1163-1184. doi: 10.1080/01443410.2018.1502412
Orsini, C., Binnie, V., Wilson, S., & Villegas, M. J. (2018). Learning climate and feedback as predictors of dental students’ self-determined motivation: The mediating role of basic psychological needs satisfaction. European Journal of Dental Education, 22(2), e228-e236. doi: 10.1111/eje.12277
Langdon, J. L., & Wittenberg, M. (2018). Need supportive instructor training: perspectives from graduate teaching assistants in a college/ university physical activity program. Physical Education and Sport Pedagogy, 24, 16-30. doi: 10.1080/17408989.2018.1530748
Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28–42. doi: 10.1016/j.cedpsych.2016.08.003
Fernet, C., Chanal, J., & Guay, F. (2017). What fuels the fire: job- or task- specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work & Stress, 31:2, 145-163. doi: 10.1080/02678373.2017.1303758
Evans, P., & Bonneville-Roussy, A. (2016). Self-determined motivation for practice in university music students. Psychology of Music, 44(5), 1095–1110. doi: 10.1177/0305735615610926
Early, D. M., Berg, J. K., Alicea, S., Si, Y., Aber, J. L., Ryan, R. M., & Deci, E. L. (2016). . In , The impact of every classroom, every day on high school student achievement: Results from a school-randomized trial (Vol 9(1), pp. 3-29). : . doi: http://dx.doi.org/10.1080/19345747.2015.1055638
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: 10.1016/j.psychsport.2015.10.007
Collie, R. J., Shapka, J. D., Perry, N. E., & Martin, A. J. (2016). Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6), 788–799. doi: 10.1037/edu0000088
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Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from Behavioral and Brain Sciences, 3(2), 228-236. doi: 10.1177/2372732216644450
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Cordeiro, P., Paixão, P., Lens, W., Lacante, M., & Sheldon, K. M. (2016). Factor structure and dimensionality of the balanced measure of psychological needs among Portuguese high school students: Relations to well-being and ill-being. Learning and Individual Differences, 47, 51-60. doi: 10.1016/j.lindif.2015.12.010
Jeno, L. M. (2015). Encouraging Active Learning in Higher Education: A Self-Determination Theory Perspective. International Journal of Technology and Inclusive Education, 5, 716-721. doi: 10.20533/IJTIE.2047.0533.2015.0091
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
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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Liu, W. C., Wang, C. K. J., Kee, Y. H., Koh, C., Lim, B. S. C., & Chua, L. (2014). College students’ motivation and learning strategies profiles and academic achievement: A self-determination theory approach. Educational Psychology: An International Journal of Experimental Educational Psychology, 34(3), 338-353. doi: 10.1080/01443410.2013.785067
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Early, D. M., Rogge, R. D., & Deci, E. L. (2014). . In , Engagement, alignment, and rigor as vital signs of high-quality instruction: A classroom visit protocol for instructional improvement and research (Vol 97, pp. 219-239). : .
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Schiffrin, H. H., Liss, M., Miles-McLean, H., Geary, K. A., Erchull, M. J., & Tashner, T. (2014). Helping or hovering? The effects of helicopter parenting on college students’ well-being. Journal of Child and Family Studies, 23, 548–557. doi: 10.1007/s10826-013-9716-3
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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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Ratelle, C. F., Simard, K., & Guay, F. (2013). University students' subjective well-being: The role of autonomy support from parents, friends, and the romantic partner. Journal of Happiness Studies, 14(3), 893-910. doi: http://dx.doi.org/10.1007/s10902-012-9360-4
Trepanier, S, Fernet, C., & Austin, S. (2012). Social and motivational antecedents of perceptions of transformational leadership: A self-determination theory perspective. Canadian Journal of Behavioural Science, 44, 272-277. doi: 10.1037/a0028699
Standage, M., Gillison, F. B., Ntoumanis, N., & Treasure, G. C. (2012). Predicting students’ physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport & Exercise Psychology, 34, 37-60. doi: 10.1123/jsep.34.1.37
Fernet, C. (2011). Development and validation of the Work Role Motivation Scale for School Principals (WRMS-SP). Educational Administration Quarterly, 47, 307-331.
Eyal, O., & Roth, G. (2011). Principals’ leadership and teachers’ motivation: Self-determination theory analysis. Journal of Educational Administration, 49(3), 256-275.
Koestner, R., Taylor, G., Losier, G. F., & Fichman, L. (2010). Self-regulation and adaptation during and after college: A one-year prospective study. Personality & Individual Difference, 49, 869-873. doi: 10.1016/j.paid.2010.07.019
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
McLachlan, S., & Hagger, M. S. (2010). . In , Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context (Vol 26, pp. 1205-1211). : .
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.
Pelletier, L. G., & Sharp, E. C. (2009). Administrative pressures and teachers' interpersonal behaviour in the classroom. Theory and Research in Education, 7, 174-183.
Liu, W. C., & Chye, S. (2008). The importance of perceived needs satisfaction: A look at polytechnic students' motivation. In P. A. Towndrow, C. Koh, & H. S. Tan (Eds.), Motivation and practice for the classroom (pp. 255-269). Netherlands: Sense Publishers.
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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Filak, V., & Sheldon, K. M. (2008). Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: Testing a sequential path model. Educational Psychology, 28, 711-724. doi: 10.1080/01443410802337794
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Sierens, E., Soenens, B., Vansteenkiste, M., Luyckx, K., & Goossens, L. (2006). Een Conceptuele En Empirische Analyse Van Leerkrachtstijlen Vanuit Theorieën Over Ouderlijke Opvoedingsstijlen En De Zelf-determinatietheorie. [The Authoritative Teaching Style: A Model For The Study Of Teaching Styles].. Pedagogische Studieën, 83, 419-431.
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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.
Vansteenkiste, M., Duriez, B., Simons, J., & Soenens, B. (2006). Materialistic values and well-being among business students: Further evidence for their detrimental effect. Journal of Applied Social Psychology, 36, 2892-2908. doi: 10.1111/j.0021-9029.2006.00134.x
Ratelle, C. F., Larose, S., Guay, F., & Senecal, C. (2005). Perceptions of parental involvement and support as predictors of college students' persistence in a science curriculum. Journal of Family Psychology, 19, 286-293.
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Kaplan, H., & Assor, A. (2004). Needs supporting dialogue among teachers and students: A conceptualization and an implementation program. Hayeoz Hachinchi, 13, 161-189.
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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Filak, V., & Sheldon, K. M. (2003). Student psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23, 235-247.
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Kasser, T., & Ahuvia, A. C. (2002). Materialistic values and well-being in business students. European Journal of Social Psychology, 32, 137-146. doi: 10.1002/ejsp.85
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Assessments/Testing/Grading
De Jonge, S., Opdecam, E., & Haerens, L. (2024). Test anxiety fluctuations during low-stakes secondary school assessments: The role of the needs for autonomy and competence over and above the number of tests. Contemporary Educational Psychology, 77, 102273. doi: 10.1016/j.cedpsych.2024.102273
Kusurkar, R. A., Orsini, C., Somra, S., Artino, A. R., Daelmans, H. E. M., Schoonmade, L. J., & van der Vleuten, C. (2023). The effect of assessments on student motivation for learning and its outcomes in health professions education: A review and realist synthesis. Academic Medicine, 98(9), 1083-1092. doi: 10.1097/ACM.0000000000005263
Benita, M., Matos, L., & Cerna, Y. (2022). The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students. Learning and Instruction, 80, 101558. doi: 10.1016/j.learninstruc.2021.101558
Botnaru, D., Orvis, J., Langdon, J. L., Niemiec, C. P., & Landge, S. M. (2021). Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory. Learning and Motivation, 74, 101723. doi: 10.1016/j.lmot.2021.101723
Chanal, J., & Paumier, D. (2020). The school-subject-specificity-hypothesis: Implication in the relationship with grades. PlosOne, 15(4), e0230103. doi: 10.1371/journal. pone.0230103
Haerens, L., Krijgsman, C., Mouratidis, A., Borghouts, L., Cardon, G., & Aelterman, N. (2018). How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach. European Physical Education Review, 20(10), 1-19. doi: 10.1177/1356336X18783983
Cents-Boostra, M., Lichtwarck-Aschoff, A., Denessen, E., Haerens, L., & Aelterman, N. (2018). Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching. Journal of Vocational Education & Training, 1-24. doi: https://doi.org/10.1080/13636820.2018.1549092
Cuevas, R., Ntoumanis, N., Fernandez-Bustos, J. G., & Bartholomew, K. (2018). Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of School Psychology, 68, 154-162. doi: 10.1016/j.jsp.2018.03.005
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Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28–42. doi: 10.1016/j.cedpsych.2016.08.003
Krijgsman, C., Vansteenkiste, M., van Tartwijk, J., Maes, J., Borghouts, L., Cardon, G., Mainhard, T., & Haerens, L. (2017). Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective. Learning and Individual Differences, 55, 202-211. doi: 10.1016/j.lindif.2017.03.017
Borghouts, L.B., Slingerland, M., & Haerens, L. (2017). Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy, 22(5), 473-489. doi: 10.1080/17408989.2016.1241226
Ruiz-Alfonso, Z., & León, J. (2017). Passion for math: Relationships between teacher emphasis on the usefulness of class contents, motivation, and grade. Contemporary Educational Psychology, 51, 284-292. doi: 10.1016/j.cedpsych.2017.08.010
Slingerland, M., Borghouts, L., Jans, L., Weeldenburg, G., van Dokkum, G., Vos, S., & Haerens, L. (2016). Development and optimisation of an in-service teacher training programme on motivational assessment in physical education. European Physical Education Review, 23(1), 1-19. doi: 10.1177/1356336X16639212
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. doi: 10.1007/978-981-287-630-0_2
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Barkoukis, V., Taylor, I.M., Chanal, J., & Ntoumanis, N. (2014). The relation between student motivation and student grades in PE: A three-year investigation. Scandinavian Journal of Medicine and Science in Sports, 5, 406-414. doi: 10.1111/sms.12174
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National Research Council (2011). Incentives and test-based accountability in education. : National Academy Press. doi: 10.17226/12521
Ryan, R. M., & Weinstein, N. (2009). Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory and Research in Education, 7(2), 224-233. doi: 10.1177/1477878509104327
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 and motivation (Vol 1st Edition, pp. 354-374). New York: Guilford Press.
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), 1-27. doi: 10.3102/00346543071001001
Education in Practice
King, T., Smits, A., Jaarsma, D., & Voogt, J. (2024). What need-supportive and need-thwarting teaching behaviors do university teachers use in their honors classes? An observational study. International Journal of Educational Research, 6, 100331. doi: 10.1016/j.ijedro.2024.100331
Ryan, R. M., Reeve, J., Matos, L., & Cheon, S. H. (2023). doi: 10.1093/oxfordhb/9780197600047.013.60
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