Evans, P., Vansteenkiste, M., Parker, P., Kingsford-Smith, A., & Zhou, S. (2024). Cognitive load theory and its relationships with motivation: A self‐determination theory perspective. Educational Psychology Review, 36(7) doi: https://doi.org/10.1007/s10648-023-09841-2
Evans, P., & Ryan, R. M. (2022). . In G. McPherson, Intrinsic and extrinsic motivations for music performance (Vol 1, pp. 576-603). : Oxford University Press. doi: 10.1093/oxfordhb/9780190056285.013.24
Kingsford-Smith, A., & Evans, P. (2021). A longitudinal study of psychological needs satisfaction, value, achievement, and elective music intentions. Psychology of Music, 49(3), 382–398. doi: 10.1177/0305735619868285
Miksza, P., Evans, P., & McPherson, G. E. (2021). Wellness among university-level music students: A study of the predictors of subjective vitality. Musicae Scientiae, 25(2), 143–160. doi: 10.1177/1029864919860554
Miksza, P., Evans, P., & McPherson, G. E. (2021). Motivation to pursue a career in music: The role of social constraints in university music programs. Psychology of Music, 49(1), 50–68. doi: 10.1177/0305735619836269
Blackwell, J., Miksza, P., Evans, P., & McPherson, G. E. (2020). Student vitality, teacher engagement, and rapport in studio music instruction. Frontiers in Psychology doi: https://doi.org/10.3389/fpsyg.2020.01007
Freer, E., & Evans, P. (2019). Choosing to study music in
high school: Teacher support, psychological needs satisfaction, and elective music intentions. Psychology of Music, 47(6), 781–799. doi: 10.1177/0305735619864634
Evans, P., & Liu, M. Y. (2019). Psychological Needs and Motivational Outcomes in a High School Orchestra Program. Journal of Research in Music Education, 67(1), 83-105. doi: 10.1177/0022429418812769
Freer, E., & Evans, P. (2018). Psychological needs satisfaction and value in students’ intentions to study music in high school. Psychology of Music, 46(6), 881–895. doi: 10.1177/0305735617731613
Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28–42. doi: 10.1016/j.cedpsych.2016.08.003
Evans, P., & Bonneville-Roussy, A. (2016). Self-determined motivation for practice in university music students. Psychology of Music, 44(5), 1095–1110. doi: 10.1177/0305735615610926
Evans, P. (2015). Self-determination theory: An approach to motivation in music education. Music Scientiae, 19(1), 65-83. doi: https://doi.org/10.1177/1029864914568044
Evans, P., McPherson, G. E., & Davidson, J. W. (2013). The role of psychological needs in ceasing music and music learning activities. Psychology of Music, 41(5), 600–619. doi: 10.1177/0305735612441736
