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
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
Reeve, J., Ryan, R. M., Cheon, S. H., Matos, L., & Kaplan, H. (2022). Supporting Students' Motivation: Strategies for Success. : . doi: 10.4324/9781003091738
Benita, M., Matos, L., & Cerna, Y. (2021). The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students. Learning and Instruction, Advance Online doi: 10.1016/j.learninstruc.2021.101558
Benita, M., & Matos, L. (2021). Internalization of mastery goals: The differential effect of teachers’ autonomy support and control. Frontiers in Psychology, 11, 599303. doi: 10.3389/fpsyg.2020.599303
Benita, M., Benish-Weisman, M., Matos, L., & Torres, C. (2020). Integrative and suppressive emotion regulation differentially predict well-being through basic need satisfaction and frustration: A test of three countries. Motivation and Emotion, 44(1), 67-81. doi: 10.1007/s11031-019-09781-x
Chen, B., et al., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., Van der Kaap-Deeder, J., Duriez, B., Lens, W., Matos, L., Mouratidis, A., Ryan, R. M., & Sheldon, K. M. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39, 216-236. doi: DOI 10.1007/s11031-014-9450-1
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
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.
Vansteenkiste, M., Matos, L., Lens, W., & Soenens, B. (2007). Understanding the impact of intrinsic versus extrinsic goal framing on exercise performance: The conflicting role of task and ego involvement. Psychology of Sport And Exercise, 8, 771-794.
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
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.
