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Jody Langdon

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. (2021). The impact of transitioning to emergency remote instruction on perceptions of preparation, institutional support and teaching effectiveness. College Teaching, Advance Online doi: 10.1080/87567555.2021.1954870

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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

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Benish, D., & Langdon, J. L. (2021). Examination of novice coaches' previous experience as athletes: Examples of autonomy support and controlling behaviors as influences on future coaching practice. International Sport Coaching Journal, Ahead of Print, 1–14. doi: 10.1123/iscj.2019-0031

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Langdon, J. L., Benish, D., & Masen, E. (2021). Using concepts from Self-Determination Theory to enhance the application of an already-existing coach assessment in youth coach professional development: Autonomy support and the CoachDISC profile. International Journal of Kinesiology in Higher Education, Advance Online doi: 10.1080/24711616.2021.1975519

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Burel, N., Tessier, D., & Langdon, J. L. (2020). Are teachers’ subjective feelings linked with need-supportive and need-thwarting motivating styles? A cross-lagged study in physical education. European Journal of Physical Education, Advance Online doi: 10.1007/s10212-020-00517-x

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Langdon, J. L., Webster, C. A., Monsma, E. V., & Harris, B. S. (2019). A content analysis of teacher autonomy support during a high school volleyball unit. The Physical Educator, 76, 385-409. doi: 10.18666/TPE-2019-V76-I2-8729

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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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Langdon, J. L., & Sturges, D. (2018). Flipping the classroom: Effects on course experience, academic motivation, and performance in an undergraduate exercise science research methods course. Journal of the Scholarship of Teaching and Learning, 18, 13-27. doi: 10.14434/josotl.v18i4.22729

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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

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Langdon, J. L., Schlote, R., Melton, B., & Tessier, D. (2017). Effectiveness of a need supportive teaching training program on the developmental change process of graduate teaching assistants’ created motivational climate. Psychology of Sport & Exercise, 28, 11-23. doi: 10.1016/j.psychsport.2016.09.008

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Langdon, J. L., Joseph, S., Kendall, K., Harris, B. S., & McMillan, J. (2016). Motives for physical activity and physiological variables as predictors of exercise intentions following a high intensity interval training protocol in college-age females. International Journal of Exercise Science, 9(2), 121-135.

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Langdon, J. L., Harris, B. S., Burdette, G. P., & Rothberger, S. (2015). Development and implementation of an autonomy supportive training program among youth sport coaches. Autonomy Support Training in Youth Sport, 2, 169–177. doi: 10.1123/iscj.2014-0068

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Langdon, J. L., Schlote, R., Harris, B., Burdette, G., & Rothberger, S. (2015). Effects of a training program to enhance autonomy supportive behaviors among youth soccer coaches. Journal of Human Sport & Exercise, 10, 1-14. doi: 10.14198/jhse.2015.101.01

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Langdon, J. L., Webster, C., Hall, T., & Monsma, E. (2014). A self-determination theory perspective of student performance at the end of a volleyball unit in compulsory high school physical education. Sport Scientific & Practical Aspects, 11, 5-16.

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