Education

Featured Articles

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133-144.

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Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325-346.

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Research Reports

Cuevas, R., Ntoumanis, N., Fernandez-Bustos, J. G., & Bartholomew, K. (2018). Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of School Psychology, 68, 154-162. doi: 10.1016/j.jsp.2018.03.005

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Katz, I. (2017). In the eye of the beholder: Motivational effects of gender differences in perceptions of teachers. The Journal of Experimental Education, 85, 73-86. doi: 10.1080/00220973.2015.1101533

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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: https://doi.org/10.1016/j.cedpsych.2017.08.006

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Litalien, David, Morin, A. J. S., Gagné, M., Vallerand, R. J., Losier, G. F., & Ryan, R. M. (2017). Evidence of a continuum structure of academic self-determination: a two-study test using a bifactor-ESEM representation of academic motivation. Contemporary Educational Psychology, 51, 67-82. doi: 10.1016/j.cedpsych.2017.06.010

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Gillet, N., Huyghebaert, T., Barrault, S., Bucourt, E., Gimenes, G., Maillot, A., Poulin, A., & Sorel, O. (2017). Autonomous and controlled reasons underlying self-approach and self-avoidance goals and educational outcomes. Social Psychology of Education, 20, 179-193. doi: 10.1007/s11218-017-9368-z

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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

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Korthagen, F. A. J., & Evelein, F. G. (2016). Relations between student teachers' basic needs fulfillment and their teaching behavior. Teaching and Teacher Education, 60, 234-244. doi: http://dx.doi.org/10.1016/j.tate.2016.08.021

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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: http://dx.doi.org/10.1080/00220973.2015.1083522

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Sparks, C., Dimmock, J., Lonsdale, C., & Jackson, B. (2016). Modeling indicators and outcomes of students’ perceived teacher relatedness support in high school physical education. Psychology of Sport and Exercise, 26, 71-82. doi: 10.1016/j.psychsport.2016.06.004

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Garon-Carrier, G., Boivin, M., Guay, F., Kovas, Y., Dionne, G., Lemelin, J-P., Séguin, J., Vitaro, F., & Tremblay, R. E. (2016). Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association. Child Development, 87, 165-175. doi: 10.1111/cdev.12458

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Hagger, M. S., & Chatzisarantis, N. L. (2015). The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research doi: 10.3102/0034654315585005

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Chanal, J., & Guay, F. (2015). Are autonomous and controlled motivations school-subjects-specific?. PLoS ONE, 10(8), e0134660. doi: http://dx.doi.org/10.1371/journal.pone.0134660

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Litalien, D., Guay, F., & Morin, A. J. S. (2015). Motivation for PhD studies: Scale development and validation. Learning and Individual Differences, 41, 1-13. doi: http://dx.doi.org/10.1016/j.lindif.2015.05.006

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Bailey, T. H., & Phillips, L. J. (2015). The influence of motivation and adaptation on students’ subjective well-being, meaning in life, and academic performance. Higher Education Research and Development doi: 10.1080/07294360.2015.1087474

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Kanat-Maymon, Y., Benjamin, M., Stavsky, A., Shoshani, A., & Roth, G. (2015). The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective. Contemporary Educational Psychology, 43, 1-9. doi: 10.1016/j.cedpsych.2015.08.002

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Ratelle, C. F., & Duchesne, S. (2014). Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school. Contemporary Educational Psychology, 39, 388-400. doi: 10.1016/j.cedpsych.2014.09.003

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Ratelle, C. F., & Duchesne, S. (2014). Trajectories of psychological need satisfaction during the transition to high school as a predictor of school adjustment. Contemporary Educational Psychology, 39, 388-400. doi: 10.1016/j.cedpsych.2014.09.003

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Katz, I., Eilot, K., & Nevo, N. (2014). ‘‘I’ll do it later’’: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38, 111-119. doi: 10.1007/s11031-013-9366-1

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Gorozidis, G., & Papaioannou, A. (2014). Teachers’ motivation to participate in training and to implement innovations. Teaching and Teacher Education, 1-11. doi: 10.1016/j.tate.2013.12.001

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Roth, G. (2014). Antecedents and outcomes of teachers' autonomous motivation: A self-determination theory analysis. In P. W. Richardson, H. M. G. Watt, & S. A. Karabenick (Eds.), Teacher Motivation: Theory and PracticeNew York: Rutledge.

Wilkesmann, U., & Schmid, C. J. (2014). Intrinsic and internalized modes of teaching motivation. Evidence-based HRM, 2, 6-27. doi: 10.1108/EBHRM-07-2013-0022

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Tadic, Maja, Bakker, Arnold B., & Oerlemans, Wido G. M. (2013). Work happiness among teachers: A day reconstruction study on the role of self-concordance. Journal of School Psychology, 51, 735-750. doi: 10.1016/j.jsp.2013.07.002

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Haerens, L., Aelterman, N., Van den Berghe, L., De Meyer, J., Soenens, B., & Vansteenkiste, M. (2013). Observing physical education teachers’ need-supportive interactions in classroom settings. Journal of Sports and Exercise Psychology, 35, 3-17.

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Guay, F., Ratelle, C. F., Larose, S., Vallerand, R. J., & Vitaro, F. (2013). The Number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?. Contemporary Educational Psychology doi: 10.1016/j.cedpsych. 2013.07.005.

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Roth, G., & Weinstock, M. (2013). Teachers' epistemological beliefs as an antecedent of autonomy-supportive teachin. Motivation and Emotion doi: 10.1007/s11031-012-9338-x

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Fernet, C., Guay, F., Senecal, C., & Austin, S. (2012). Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28, 514-525.

Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, M. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22, 431-439. doi: 10.1016/j.learninstruc.2012.04.002

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Soenens, B., Sierens, E., Vansteenkiste, M., Goossens, L., & Dochy, F. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104, 108-120.

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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

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Kyndt, E., Dochy, F., Struyven, K., & Cascallar, E. (2011). The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity. Higher Education Research & Development, 30, 135-150.

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Wormington, S. V., Anderson, K. G., & Corpus, J. H. (2011). The role of academic motivation in high school students' current and lifetime alcohol consumption: Adopting a self-determination theory perspective. Journal of Studies on Alcohol and Drugs, 72, 965-974.

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Weinstock, M., & Roth, G. (2011). Teachers' epistemological beliefs as predictors of support for their students' autonomy. In J. Brownlee, J. G. Schrwaw, & D. Berthelsen, Personal epistemology and teacher educationNew York: Rutledge.

Mouratidis, A. A., Vansteenkiste, M., Lens, W., & Sideridis, G. (2011). Vitality and interest–enjoyment as a function of class-to-class variation in need-supportive teaching and pupils’ autonomous motivation. Journal of Educational Psychology, 103, 353-366.

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Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80, 711–735.

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.

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Katz, I., Kaplan, A., & Gueta, G. (2010). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78, 246–267. doi: 10.1080/00220970903292868

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Koka, A., & Hagger, M. S. (2010). Perceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory. Research Quarterly for Exercise and Sport, 81, 74-86.

Smith, K. J., Davy, J. A., & Rosenberg, D. L. (2010). An examination of the validity of the Academic Motivation Scale with a United States business student sample. Psychological Reports, 106, 323-341.

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Kenny, M. E., Walsh-Blair, L. Y., Blustein, D. L., Bempechat, J., & Seltzer, J. (2010). Achievement motivation among urban adolescents: Work hope, autonomy support, and achievement-related beliefs. Journal of Vocational Behavior, 77, 205–212.

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Koh, C., Tan, H. S., Tan, K. C., Fang, L., Fong, F. M., Kan, D., Lye, S. L., & Wee, M. L. (2010). Investigating the effect of 3D simulation-based learning on the motivation and performance of engineering students. The Journal of Engineering Education, 99, 237-251.

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Weinstock, M., Assor, A., & Broide, G. (2009). Schools as promoters of moral judgment: the essential role of teachers’ encouragement of critical thinking. Social Psychology of Education, 12, 137-151. doi: 10.1007/s11218-008-9068-9

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Katz, I., Kaplan, A., & Buzukashvily, T. (2009). The role of parents' motivation in students' autonomous motivation for doing homework. Learning and Individual Differences, 21, 376-386. doi: 10.1016/j.lindif.2011.04.001

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Spittle, M., Jackson, K., & Casey, M. (2009). Applying self-determination theory to understand the motivation for becoming a physical education teacher. Teaching and Teacher Education, 25, 190–197.

Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook on motivation at school (pp. 171-196). New York, NY: Routledge.

Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, R. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79, 57-68.

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Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101, 482-497.

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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.

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Nie, Y., & Lau, S (2009). Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary Educational Psychology, 34, 185-194.

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Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671-688.

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Taylor, I. M., Ntoumanis, N., & Smith, B. (2009). The social context as a determinant of teacher motivational strategies in physical education. Psychology of Sport and Exercise, 10, 235-243.

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Levesque, C. S., & Stanek, L. R. (2009). Examining self-determination in a service-learning classroom. Teaching of Psychology, 36, 1-5.

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Fernet, C., Senecal, C., Guay, F., March, H., & Dowson, M. (2008). The Work Tasks Motivation Scale for Teachers (WTMST). Journal of Career Assessment, 16, 256-279.

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Bozack, A. R., Vega, R., McCaslin, M., & Good, T. L. (2008). Teacher support of student autonomy in comprehensive school reform classrooms. Teachers College Record, 110, 2389–2407.

Jang, H. (2008). Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100, 798–811.

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Boiché, J. C., Sarrazin, P. G., Grouzet, F. M., & Pelletier, L. G. (2008). Students’ motivational profiles in physical education and achievement outcomes: A Self-Determination Theory perspective. Journal of Educational Psychology, 100, 688-701.

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Green-Demers, I., Legault, L., Pelletier, D., & Pelletier, L. G. (2008). Factorial invariance of the Academic Amotivation Inventory (AAI) across gender and grade in a sample of Canadian high school students. Educational and Psychological Measurement, 68, 862-880. doi: 10.1177/0013164407313368

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Tsai, Y., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100, 460-472.

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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.

Wang, F. (2008). Motivation and English achievement: An exploratory and confirmatory factor analysis of a new measure for Chinese students of English learning. North American Journal of Psychology, 10, 633-646.

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Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33, 883-897.

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Ommundsen, Y., & Kvalø, S. E. (2007). Autonomy-mastery supportive or performance focused?  Different teacher behaviors and pupil's outcomes in physical education . Scandinavian Journal of Educational Research, 51, 386-413.

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Grolnick, W. S., Farkas, M. S., Sohmer, R., Michaels, S., & Valsiner, J. (2007). Facilitating motivation in young adolescents: Effects of an after-school program. Journal of Applied Developmental Psychology, 28, 332-344.

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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

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Sarrazin, P. G., Tessier, D. P., Pelletier, L. G., Trouilloud, D. O., & Chanal, J. P. (2006). The effects of teachers' expectations about students' motivation on teachers' autonomy-supportive and controlling behaviors. International Journal of Sport and Exercise Psychology, 4, 283-301.

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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.

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Grouzet, F. M., Otis, N., & Pelletier, L. G. (2006). Longitudinal cross-gender factorial invariance of the Academic Motivation Scale. Structural Equation Modeling, 13, 73-98.

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Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.

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Hardre, P. L., Chen, C., Huang, S., Chiang, C., Jen, F., & Warden, L. (2006). Factors affecting high school students' academic motivation in Taiwan. Asia Pacific Journal of Education, 26, 198-207.

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Ryan, R. M., & Brown, K. W. (2005). Legislating competence: The motivational impact of high stakes testing as an educational reform. In A. E. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (Vol 1st Edition, pp. 354-374). New York: Guilford Press.

Walls, T. A., & Little, T. D. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, 23-31.

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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.

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Senecal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33, 135-145.

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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.

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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.

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Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and self-determination theory. Best of Language Learning (Supplément S-1): Attitudes, Orientations, and Motivation in Language Learning, 53, 53-64.

Guay, F., Mageau, G. A., & Vallerand, R. J. (2003). On the hierarchical structure of self-determined motivation: A test of top-down, bottom-up, reciprocal, and horizontal effects. Personality and Social Psychology Bulletin, 29, 992-1004.

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Pelletier, L. G., Levesque, C. S., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behavior. Journal of Educational Psychology, 94, 186-196.

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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.

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La Guardia, J. G., & Ryan, R. M. (2002). A self-determination theory perspective on development within families, school, and society. In , Academic motivation of adolescents (pp. 193-219). : Information Age Publishing.

Guay, F., & Boggiano, A. K. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650.

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Assor, A., & Kaplan, H. (2001). Mapping the domain Of autonomy support: Five important ways to enhance or undermine students' experience of autonomy in learning. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 101-120). Boston: Kluwer Academic Publishers.

Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242.

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Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57, 424-442.

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Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research., 71, 1-27.

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Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.

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Sheldon, K. M., & Biddle, B. J. (1998). Standards, accountability, and school reform: Perils and pitfalls. Teachers College Record, 100, 164-180. doi: 0161-4681-98

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Guay, F., & Vallerand, R. J. (1996). Social context, student's motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211-233.

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Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.

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Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607-619.

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Vallerand, R. J., Gagné, F., Senecal, C., & Pelletier, L. G. (1994). A comparison of school intrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly, 38, 172-175.

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Valas, H., & Sovik, N. (1994). Variables affecting students' intrinsic motivation for school mathematics: Two empirical studies based on Deci and Ryan's theory of motivation. Learning and Instruction, 3, 281-298.

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Boggiano, A. K., Flink, C., Shields, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students' self-determination: Effects on students' analytic problem-solving skills. Motivation and Emotion, 17, 319-336.

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Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.

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Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Valliéres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational & Psychological Measurement, 53, 159-172.

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Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Valliéres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.

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Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology, 59, 916-924.

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Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction and validation of the Motivation Toward Education Scale. Canadian Journal of Behavioural Science Revue Canadienne, 21, 323-349.

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Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction and validation of the Motivation toward Education Scale. Canadian Journal Of Behavioural Science Revue Canadienne Des Sciences Du Comportement, 21, 323-349.

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Deci, E. L., & Chandler, C. L. (1986). The importance of motivation for the future of the LD field. Journal of Learning Disabilities, 19, 587-594. doi: 10.1177/002221948601901003

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Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.

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Benware, C., & Deci, E. L. (1984). The quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755-766.

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Connell, J. P., & Ryan, R. M. (1984). A developmental theory of motivation in the classroom. Teacher Education Quarterly, 11, 64-77.

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Deci, E. L., Speigel, N. H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). The effects of performance standards on teaching styles: The behavior of controlling teachers. Journal of Educational Psychology, 74, 852-859.

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Chapters, Overviews, and Commentaries

Ryan, R. M., & Deci, E. L. (2016). Facilitating and hindering motivation, learning, and well-being in schools: Research and observations from self-determination theory. In K. R. Wentzel & D. B. Miele (Eds.), Handbook on motivation at schools (pp. 96-119). New York, NY: Routledge.

Guay, F., Lessard, V., & Dubois, P. (2016). How can we create better learning contexts for children? Promoting students’ autonomous motivation as a way to foster enhanced educational outcomes. In J. Wang, W.C., Liu, & R.M. Ryan (Eds.), Building Autonomous Learners (pp. 83-106). Singapore: Springer.

Pelletier, L. G., & Rocchi, M. (2016). Teacher's motivation in the classroom. In W.C. Liu, J.C.K. Wang, & R.M. Ryan (Eds.), Building autonomous learners: Research and practical perspectives using self-determination theory (pp. 107-127). Singapore: Springer.

Deci, E, & Ryan, R. (2016). Optimizing Students’ Motivation in the Era of Testing and Pressure: A Self-Determination Theory Perspective. In Liu, W, C., Wang, J, C, K., & Ryan, R., Building Autonomous Learners (pp. 9 - 29). Singapore: Springer. doi: 10.1007/978-981-287-630-0_2

Kusurkar, R. A., Artino, A., & Ten Cate, T. (2015). Learning and Motivation. In In Bhuiyan P.S., Rege, N.N., Supe, A. N. (Eds.), The art of teaching medical students (pp. 62-76). India: Elsevier.

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Guiffrida, D., Lynch, M. F., Wall, A., & Abel, D. (2013). Do reasons for attending college affect academic outcomes? A test of a motivational model from a self-determination theory perspective. Journal of College Student Development, 54, 121-139. doi: 10.1353/csd.2013.0019

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Ryan, R. M., & Deci, E. L. (2013). Toward a social psychology of assimilation: Self-determination theory in cognitive development and education. In B. W. Sokol, F. M. E. Grouzet, U. Muller (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 191-207). Cambridge, England: Cambridge University Press. doi: 10.1017/cbo9781139152198.014

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Assor, A. (2012). Allowing choice and nurturing an inner compass: Educational practices supporting students’ need for autonomy. In Christenson S., Reschly A., Wylie C. (Eds.), Handbook of research on student engagement (pp. 421-439). Boston, MA: Springer. doi: 10.1007/978-1-4614-2018-7_20

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Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., & Beyers, M. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22, 431-439. doi: 10.1016/j.learninstruc.2012.04.002

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Hagger, M. S., & Chatzisarantis, N. L. (2012). Transferring motivation from educational to extramural contexts: A review of the trans-contextual model. European Journal of Psychology of Education, 27, 195-212. doi: 10.1007/s10212-011-0082-5

Kusurkar, R. A. (2012). Motivation in medical students. PhD thesis. Utrecht, Netherlands: University of Utrecht.

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Bachman, C. M., & Stewart, C. (2011). Self-determination theory and web-enhanced course template development. Teaching of Psychology, 38, 180-188.

Chirkov, V. I. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7, 253-262.

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Deci, E. L. (2009). Large-scale school reform as viewed from the self-determination theory perspective. Theory and Research in Education, 7, 244-252.

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Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook on motivation at school (pp. 171-196). New York, NY: Routledge.

Landry, R., Allard, R., & Deveau, K. (2009). Self-determination and bilingualism. Theory and Research in Education, 7, 203-213.

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Grolnick, W. S. (2009). The role of parents in facilitating autonomous self-regulation for education. Theory and Research in Education, 7, 164-173.

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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.

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Vansteenkiste, M., Soenens, B., & Lens, W. (2009). What is the usefulness of your schoolwork?: The differential effects of intrinsic and extrinsic goal framing on optimal learning. Theory and Research in Education, 7, 155-163.

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Ryan, R. M., & Niemiec, C. P. (2009). Self-determination theory in schools of education: Can an empirically supported framework also be critical and liberating?. Theory and Research in Education, 7, 263-272.

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Ntoumanis, N., & Standage, M. (2009). Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7, 194-202.

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Assor, A., Kaplan, H., Feinberg, O., & Tal, K. (2009). Combining vision with voice: A learning and implementation structure promoting teachers' internalization of practices based on self-determination theory. Theory and Research in Education, 7, 234-243.

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Patrick, H., & Williams, G. C. (2009). Self-determination in medical education: Encouraging medical educators to be more like blues artists and poets. Theory and Research in Education, 7, 184-193.

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Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19, 429-442. doi: 10.1007/s10648-006-9027-y

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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.

Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19-31.

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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.

Poulsen, A. A., & Ziviani, J. (2006). Children’s participation beyond the school grounds. In S. Rodger & J. Ziviani, Occupational therapy with children: Understanding children’s occupations and enabling participation (pp. 280-297). London, UK: Blackwell Scientific Publications.

Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. J. Dweck (Eds.), Handbook of competence and motivation (pp. 579-597). New York: Guilford Press.

Alfi, O., Katz, I., & Assor, A. (2004). Learning to allow temporary failure: Potential benefits, supportive practices and teacher concerns. Journal of Education for Teaching, 30, 27-41.

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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.

Ryan, R. M., & Lynch, M. F. (2003). Motivation and classroom management. In R. Curren (Ed.), A companion to the philosophy of education (pp. 260-271). Oxford: Blackwell.

Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Impact of Psychological Factors on Education (pp. 61-87). San Diego: Academic Press.

Deci, E. L., & Ryan, R. M. (2000). What is the self in self-directed learning?. In G. A. Straka (Ed.), What is the self in self-directed learning? (pp. 75-92). Muenster, Germany: Waxmann.

Ryan, R. M., & La Guardia, J. G. (1999). Achievement motivation within a pressured society: Intrinsic and extrinsic motivations to learn and the politics of school reform. In T. Urdan (Ed.), Advances in motivation and achievement (Vol 11, pp. 45-85). Greenwich, CT: JAI Press.

Williams, G. C., & Deci, E. L. (1998). The importance of supporting autonomy in medical education. Annals of Internal Medicine, 129, 303-308.

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Deci, E. L., Kasser, T., & Ryan, R. M. (1997). Self-determined teaching in colleges and universities: Possibilities and obstacles. In J. Bess (Ed), Teaching well and liking it: Motivating faculty to teach effectively (pp. 57-71). Baltimore: The Johns Hopkins University Press.

Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165-183.

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Rigby, C. S., Deci, E. L., Patrick, B. C, & Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16, 165-185.

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Ryan, R. M., & Powelson, C. L. (1991). Autonomy and relatedness as fundamental to motivation in education. Journal of Experimental Education, 60, 49-66.

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Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: Vol. 7, goals and self-regulatory processes (pp. 115-149). Greenwich, CT: JAI Press.

Ryan, R. M., & Deci, E. L. (1989). Bridging the research traditions of task/ego involvement and intrinsic/extrinsic motivation: A commentary on Butler (1987). Journal of Educational Psychology, 81, 265-268.

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Connell, J. P., & Ryan, R. M. (1987). Motivation and development in the context of schools. International Society for The Study of Behavioral Development Newsletter, 12, 1-3.

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Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. E. Ames (Eds.), Research on motivation in education: The classroom in milieu (pp. 13-51). New York: Academic Press.