Johnmarshall Reeve

Cheon, S. H., Reeve, J., Lee, Y., & Lee, J. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education, 69, 43-51. doi: 10.1016/j.tate.2017.09.022

Lee, W., & Reeve, J. (2017). Identifying the neural substrates of intrinsic motivation during task performance. Cognitive, Affective, and Behavioral Neuroscience, 17(5), 939-953. doi: 10.3758/s13415-017-0524-x

Gillet, N., Morin, A. J. S., & Reeve, J. (2017). Stability, change, and implications of students’ motivation profiles: A latent transition analysis. Contemporary Educational Psychology, 51, 222-239. doi:

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

Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: teaching in students' preferred ways. The Journal of Experimental Education, 84(4), 686-701. doi:

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

Cheon, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation. Psychology of Sport and Exercise, 14(4), 508–518. doi: 10.1016/j.psychsport.2013.02.002

Lee, W., & Reeve, J. (2013). Self-determined, but not non-self-determined, motivation predicts activations in the anterior insular cortex an fMRI study of personal agency. Social Cognitive and Affective Neuroscience, 8, 538-545. doi: 10.1093/scan/nss029

Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4), 1175–1188. doi: 10.1037/a0028089

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

Lee, W., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: An fMRI study. Neuroscience Research, 73, 68-72. doi: 10.1016/j.neures.2012.02.010

Lee, W., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing. Neuroscience Research, 73, 68-72. doi: 10.1016/j.neures.2012.02.010

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

Reeve, J., & Tseng, T. M. (2011). Cortisol reactivity to a teacher's motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35, 63-74. doi: 10.1007/s11031-011-9204-2

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.

Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7, 145-154.

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.

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.

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.

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.

Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.

Isen, A., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29, 297-325.

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.

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.

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.

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.

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.

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.

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.

Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548.

Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable?. Contemporary Educational Psychology, 23, 312-330.

Reeve, J., & Nix, G. (1997). Expressing intrinsic motivation through acts of exploration and facial displays of interest. Motivation and Emotion, 21, 237-250.

Reeve, J., & Deci, E. L. (1996). Elements within the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.

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.

Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement, 54, 506-515.