Johnmarshall Reeve

Cheon, S. H., Reeve, J., Marsh, H. W., & Jang, H-R (2023). Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders. American Psychologist, Advance Online doi: 10.1037/amp0001130

Cheon, S. H., Reeve, J., & Marsh, H. W. (2023). Autonomy-supportive teaching enhances prosocial and reduces antisocial behavior via classroom climate and psychological needs: A multilevel randomized control intervention. Journal of Sport and Exercise Psychology, Advance Online doi: 10.1123/jsep.2021-0337

Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J., Beauchamp, M., Dicke, T., Yeung, A., Ahmadi, M., Bartholomew, K., Chiu, T., Curren, R., & Erturan, G., Flunger, B. (2022). A classification system for teachers’ motivational behaviours recommended in Self-Determination Theory interventions. Preprint doi: 10.31234/

Reeve, J., Jang, H-R., Shin, S. H., Ahn, J. S., Matos, L., & Gargurevich, R. (2022). When students show some initiative: Two experiments on the benefits of greater agentic engagement. Learning and Instruction, Advance Online, 101564. doi: 10.1016/j.learninstruc.2021.101564

Reeve, J., Ryan, R. M., Cheon, S. H., Matos, L., & Kaplan, H. (2022). Supporting Students' Motivation: Strategies for Success. : . doi: 10.4324/9781003091738

Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54-77. doi: 10.1080/00461520.2020.1862657

Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2020). What determines teachers’ use of motivational strategies in the classroom? A self-determination theory perspective. Journal of Education, 200(3), 185-195. doi: 10.1177/0022057419881171

Bhavsar, N., Bartholomew, K. J., Quested, E., Gucciardi, D. F., Thogersen-Ntoumani, C., Reeve, J., Sarrazin, P., & Ntoumanis, N. (2020). Measuring psychological need states in sport: Theoretical considerations and a new measure. Psychology of Sport & Exercise, 47, 101617. doi: 10.1016/j.psychsport.2019.101617

Lee, W., & Reeve, J. (2020). Brain gray matter correlates of general psychological need satisfaction: A voxel-based morphometry study. Motivation and Emotion, 44, 151-158. doi: 10.1007/s11031-019-09799-1

Lee, W., & Reeve, J. (2020). Remembering pleasure and personal meaning from episodes of intrinsic motivation: an fMRI study. Motivation and Emotion, 44, 810-818. doi: 10.1007/s11031-020-09855-1

Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J. L., Haerens, L., La Guardia, J., Lindwall, M., Lonsdale, C., Standage, M., Vansteenkiste, M., . . . Hagger, M. S., Markland, D. A., Michie, S., Moller, A. C., Ntoumanis, N., Patrick, H., Reeve, J., Ryan, R. M., & Sebire, S. (2020). A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts. Motivation Science, 6(4), 438-455. doi: 10.1037/mot0000172

Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004. doi: 10.1016/j.tate.2019.103004

Bhavsar, N., Ntoumanis, N., Quested, E., Gucciardi, D. F., Thogersen-Ntoumani, C., Ryan, R. M., Reeve, J., Sarrazin, P., & Bartholomew, K. J. (2019). Conceptualizing and testing a new tripartite measure of coach interpersonal behaviors. Psychology of Sport & Exercise, 44, 107-120. doi: 10.1016/j.psychsport.2019.05.006

Reeve, J., & Lee, W. (2019). Motivational Neuroscience. In Ryan, R.M., The Oxford Handbook of Motivation, 2nd ed. (pp. 355-372). New York, NY: Oxford University Press.

Reeve, J., & Lee, W. (2019). A neuroscientific perspective on basic psychological needs. Journal of Personality, 87(1), 102-114. doi: 10.1111/jopy.12390

Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J.R.J., & Reeve, J. (2019). Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach. Journal of Educational Psychology, 111(3), 497-521. doi: 10.1037/edu0000293

Cheon, S.H., Reeve, J., Lee, Y., Ntoumanis, N., Gillet, N., Kim, B.R., & Song, Y.-G. (2019). Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study. Journal of Educational Psychology, 111, 685-702. doi: 10.1037/edu0000306

Ntoumanis, N., Quested, E., Reeve, J., & Cheon, S. H. (2018). Need supportive communication: Implications for motivation in sport, exercise, and physical activity. In B. Jackson, J. A. Dimmock, & J. Compton, Persuasion and communication in sport, exercise, and physical activity (pp. 155-169). Abingdon, UK: Routledge.

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

Cheon, S. H., Reeve, J., & Ntoumanis, N. (2018). A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior. Psychology of Sport & Exercise, 35, 74-88. doi: 10.1016/j.psychsport.2017.11.010

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:

Vansteenkiste, M., Aelterman, N., De Muynck, G-J., Haerens, L., Patall, E. A., & Reeve, J. (2017). Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization. The Journal of Experimental Education, 86(1), 30-49. doi: 10.1080/00220973.2017.1381067

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. (2016). Neuroscientific contributions to motivation in education. In K.R. Wentzel & D. Miele, (pp. 424-439). New York: Routledge.

Cheon, S. H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a high-stakes sport context: A !eld-based experiment during the 2012 London Paralympic Games. Psychology of Sport and Exercise, 19, 59-69. doi: 10.1016/j.psychsport.2015.02.007

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

Reeve, J., Wang, C. K. J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J.D., & Olaussen, B. S. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38(1), 93-110. doi: 10.1007/s11031-013-9367-0

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

Reeve, J., & Lee, W. (2012). . In , (pp. 365-380). : .

Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology, 34(3), 365-396. doi: 10.1123/jsep.34.3.365

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. 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: An fMRI study. 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(3), 537-548. doi: 10.1037/0022-0663.91.3.537

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.