Lucas Matias Jeno

Johansen, M. O., Eliassen, S., & Jeno, L. M. (2023). The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning. Frontiers in Education, 8, 1153647. doi: 10.3389/feduc.2023.1153647

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

Alamer, A., Al Khateeb, A., & Jeno, L. M. (2022). Using WhatsApp increases language students' self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning, 1-15. doi: 10.1111/jcal.12753

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

Jeno, L. M., Nylehn, J., Hole, T. N., Raaheim, A., Velle, G., & Vandvik, V. (2021). Motivational determinants of students’ academic functioning: The role of autonomy-support, autonomous motivation, and perceived competence. Scandinavian Journal of Educational Research, Advance Online doi: 10.1080/00313831.2021.1990125

Jeno, L. M., Dettweiler, U., & Grytnes, J.-A. (2020). The effects of goal-framing and need-supportive app on undergraduates´ intentions, effort, and achievement in mobile science learning. Computers & Education, 159, 1-14. doi: 10.1016/j.compedu.2020.104022

Jeno, L. M., Vandvik, V., Eliassen, S., & Grytnes, J.-A. (2019). Testing the novelty effect of an m-learning tool on internalization and achievement: A Self-Determination Theory approach.. Computers & Education, 128, 398-413. doi: 10.1016/j.compedu.2018.10.008

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

Jeno, L. M., Adachi, P. J. C., Grytnes, J.-A., Vandvik, V., & Deci, E. L. (2018). The effects of m-learning on motivation, achievement, and well-being: A Self-Determination Theory approach. British Journal of Educational Technology, 50, 669-683. doi: 10.1111/bjet.12657

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

Jeno, L. M., Raaheim, A., Kristensen, S. M., Kristensen, K. D., Hole, T. N., Haugland, M., & Maeland, S. (2017). The relative effect of team-based learning on motivation and learning: A self-determination theory perspective.. CBE-Life Sciences Education, 16 doi: 10.1187/cbe.17-03-0055

Jeno, L. M., Gryntes, J.-A., & Vandvik, V. (2017). The effect of a mobile-application tool on biology students´ motivation and achievement in species identification: A Self-Determination Theory perspective. Computers & Education, 107, 1-12. doi: 10.1016/j.compedu.2016.12.011

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

Jeno, L. M., & Diseth, A. (2014). A self-determination theory perspective on autonomy support, autonomous self-regulation, and perceived school performance. Reflecting Education, 9, 1-20.