W. L. Quint Oga-Baldwin

Oga-Baldwin, W. L. Q., & Hirosawa, E. (2022). Self-determined motivation and engagement in language: A dialogic process. In In A. H. Al-Hoorie & F. Szabó (Eds.), Self-determined motivation and engagement in language: A dialogic process (pp. 71-80). : Bloomsbury. doi: 10.1007/978-3-030-28380-3_5

Oga-Baldwin, W. L. Q., Parrish, A., & Noels, K.A. (2022). Taking root: Establishing Self-Determination Theory as a fertile framework for the psychology of language learning. Journal for the Psychology of Language Learning, 4(1), e41111. doi: 10.52598/jpll/4/1/9

Oga-Baldwin, W. L. Q. (2022). The quality of our connections matters: Relationships Motivation Theory in independent language learning. In In J. Mynard & S. Shelton-Strong (Eds.), The quality of our connections matters: Relationships Motivation Theory in independent language learning (pp. 149-163). : Multilingual Matters. doi: 10.21832/9781788929059-011

Liu, M., & Oga-Baldwin, W. L. Q. (2022). Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106, 102762. doi: 10.1016/j.system.2022.102762

Al-Hoorie, A. H., Oga-Baldwin, W. L. Q., Hiver, P., & Vitta, J. P. (2022). Self-Determination mini-theories in second language learning: A systematic review of three decades of research. PsyArXiv, Advance Online doi: 10.1177/13621688221102686

Oga-Baldwin, W. L. Q., & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different?. Learning and Individual Differences, 79, 101852. doi: 10.1016/j.lindif.2020.101852

Oga-Baldwin, W. L. Q., & Nakata, Y. (2020). How teachers promote young language learners' engagement. Language Teaching for Young Learners, 2(1), 101–130. doi: 10.1075/ltyl.19009.oga

Oga-Baldwin, W. L. Q. (2020). . In , Show them how, but don’t intrude: Autonomy support promotes EFL classroom attendance and achievement, teacher control hinders it (Vol 5). : . doi: 10.37546/JALTTLT44.3-1

Oga-Baldwin, W. L. Q., Fryer, L. K., & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System, 86, 102118. doi: 10.1016/j.system.2019.102118

Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86, 102128. doi: 10.1016/j.system.2019.102128

McEown, M. S., & Oga-Baldwin, W. L. Q. (2019). . In , Self-determination for all language learners: New applications for formal language education (Vol 86, pp. 102124). : . doi: 10.1016/j.system.2019.102124

Oga-Baldwin, W. L. Q., & Fryer, L. K. (2018). Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion, 42, 527-545. doi: 10.1007/s11031-018-9681-7

Oga-Baldwin, W. L. Q., Nakata, Y., & Ryan, R. M. (2017). Motivating young learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49, 140-150. doi: http://dx.doi.org/10.1016/j.cedpsych.2017.01.010

Oga-Baldwin, W. L. Q., & Nakata, Y. (2015). Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes. Japanese Psychological Research, 57(3), 167-179. doi: 10.1111/jpr.12077

Oga-Baldwin, W. L. Q., & Nakata, Y. (2014). Supplementing the elementary foreign language course of study with a self-determination framework. International Journal of Curriculum Development and Practice, 16(1), 13–26. doi: 10.18993/jcrdaen.16.1_13