Education

Benita, M., Matos, L. (2021) Internalization of mastery goals: The differential effect of teachers’ autonomy support and control. Frontiers in Psychology, 11 ,599303

Goodman, R. J.Trapp, S. K.Park, E. S.Davis, J. L. (2021) Opening minds by supporting needs: Do autonomy and competence support facilitate mindfulness and academic performance?. Social Psychology of Education, 24 ,119-142

Meristo, M. (2021) Emotional turmoil or peaceful agreements? A phenomenological study on coping with reforms in higher education institution. The Qualitative Report, 26(6) ,1846-1863

Chiu, T. (2021) Digital support for student engagement in blended Learning based on Self-determination Theory. Computers in Human Behavior, 124 ,106909

Flunger, B.Hollmann, L.Hornstra, L.Murayama, K. (2021) It’s more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language. Learning and Instruction, Advance Online

Sutter, C. C.Haugen, J. S.Campbell, L. O.Jones, J. L. T. (2021) Teachers’ motivation to participate in anti-bullying training and their intention to intervene in school bullying: A Self-Determination Theory perspective. International Journal of Bullying Prevention, Advance Online

Ruiz-Alfonso, Z., León, J.Santana-Vega, L.González, C. (2021) Teaching Quality: An Explanatory Model of Learning in Secondary Education. Psicología Educativa, 27(1) ,67-76

Botnaru, D.Orvis, J., Langdon, J. L., Niemiec, C. P. (2021) Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory. Learning and Motivation, 74 ,101723

Masland, L. C. (2021) In In Thurston, T. N., Lundstrom, K., & González, C., Resilient pedagogy and self-determination theory: Unlocking student engagement in uncertain times. , Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 13-36) Utah State University. doi: 10.26079/a516-fb24

Audet, E. C.Levine, S. L.Metin, E.Koestner, S. (2021) Zooming their way through university: Which Big 5 traits facilitated students’ adjustment to online courses during the COVID-19 pandemic. Personality and Individual Differences, 180 ,110969

Manganelli, S.Cavicchiolo, E.Lucidi, F.Galli, F. (2021) Differences and similarities in adolescents’ academic motivation across socioeconomic and immigrant backgrounds. Personality and Individual Differences, 182

Metzler, M.Esmat, T. A., Langdon, J. L.Edwards, O. V. (2021) The impact of transitioning to emergency remote instruction on perceptions of preparation, institutional support and teaching effectiveness. College Teaching, Advance Online

Reeve, J.Cheon, S. H. (2021) Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1) ,54-77

Levesque, C. S. (2021) Student-centered pedagogy and course transformation at scale: Facilitating faculty agency to IMPACT institutional change.

Kaplan, H. (2021) Promoting optimal induction to beginning teachers using Self-Determination Theory. SAGE Open, ,1-14

Chiu, T. (2021) Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 4 ,1-17

Chiu, T. (2021) Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments,

Alfayez, A. A.Noman, M.Alqahtani, A. S.Altuwaijri, A. I. (2021) Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective. Educational Studies, Advance Online

Kaplan, H. (2021) Suppression of psychological needs among beginning teachers: A self-determination theory perspective on the induction process in Bedouin schools. Frontiers in Psychology, 12 ,621984

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

Howard, J. L.Bureau, J., Guay, F.Chong, J. X. Y. (2021) Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, Advance online publication

Berkovich, I.Gueta, B. (2021) The effect of autonomy-supportive climate in a second chance programme for at-risk youth on dropout risk: the mediating role of adolescents’ sense of authenticity. European Journal of Psychology of Education,

Bureau, J. S.Howard, J. L.Chong, J. X. Y., Guay, F. (2021) Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, Advance Online

Isik, U.Wouters, A.Verdonk, P.Croiset, G. (2021) “As an ethnic minority, you just have to work twice as hard.” Experiences and motivation of ethnic minority students in medical education. Perspectives on Medical Education, Advance Online

Banerjee, R.Halder, S. (2021) Effect of teacher and parent autonomy support on academic motivation: A central focus of self-determination theory. World Futures, Advance online publication

Gilbert, W.Bureau, J. S.Poellhuber, B., Guay, F. (2021) Predicting college students’ psychological distress through basic psychological need-relevant practices by teachers, peers, and the academic program. Motivation and Emotion, Advance Online

Ahn, I.Chiu, M. M., Patrick, H. (2021) Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64 ,101950

Opdenakker, M-C. (2021) Need-supportive and need-thwarting teacher behavior: Their importance to boys’ and girls’ academic engagement and procrastination behavior. Frontiers in Psychology, 12 ,628064

Nalipay, M. J. N.King, R.Cai, Y. (2020) Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence, 78 ,67-72

Gillet, N.Morin, A. J. S.Huyghebaert-Zouaghi, T.Alibran, E. (2020) Students’ need satisfaction profiles: Similarity and change over the course of a university semester. Applied Psychology: An International Review, 69(4) ,1396-1437

Cheon, S. H., Reeve, J., Vansteenkiste, M. (2020) When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90 ,103004

Gordeeva, T. O.Sychev, O. A., Lynch, M. F. (2020) The construct validity of the Russian version of the Modified Academic Self-Regulation Questionnaire (SRQ-A) among elementary and middle school children. Psychology in Russia: State of the Art, 13 ,113-131

Almukhambetova, A.Hernández-Torrano, D. (2020) Gifted students’ adjustment and underachievement in university: An exploration from the self-determination theory Perspective. Gifted Child Quarterly, 64(2) ,117-131

Cohen, R.Moed, A.Shoshani, A., Roth, G. (2020) Teachers’ conditional regard and students’ need satisfaction and agentic engagement: A multilevel motivation mediation model. Journal of Youth and Adolescence, 49 ,790-803

Kadir, M. S.Yeung, A. S., Ryan, R. M.Forbes, A. (2020) Effects of a dual-approach instruction on students’ science achievement and motivation. Educational Psychology Review, 32(3) ,571-602

Jungert, T.Levine, S., Koestner, R. (2020) Examining how parent and teacher enthusiasm influences motivation and achievement in STEM. The Journal of Educational Research, 113(4) ,275-282

Ryan, R. M., Deci, E. L. (2020) Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61 ,101860

Salikhova, N. R., Lynch, M. F.Salikhova, A. B. (2020) Psychological aspects of digital learning: A Self-Determination Theory perspective. Contemporary Educational Technology, 12(2) ,1-13

Yu, S., Levesque, C. S. (2020) A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education. Contemporary Educational Psychology, 61 ,101857

Burel, N.Tessier, D., Langdon, J. L. (2020) Are teachers’ subjective feelings linked with need-supportive and need-thwarting motivating styles? A cross-lagged study in Physical Education. European Journal of Physical Education, Advance Online

Chiu, T.Chai, C. (2020) Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective. MDPI, 12(14) ,5568

Kong, L. C., Liu, W. C. (2020) Understanding motivational profiles of high-ability female students from a Singapore secondary school: A self-determination approach. The Asia-Pacific Education Researcher, 29(6) ,529-539

Liu, W. C., Wang, C. K. J., Reeve, J.Kee, Y. H. (2020) What determines teachers’ use of motivational strategies in the classroom? A self-determination theory perspective. Journal of Education, 200(3) ,185-195

Liu, W. C.Sitoe, C. Y. (2020) Student teachers’ psychological needs, subjective experience and perceived competence in teaching during practicum. Asia Pacific Journal of Education, 40(2) ,154-166

Liu, W. C., Wang, C. K. J.Kang, H. J.Kee, Y. H. (2020) Motivation profile analysis of Malay students in Singapore. Asia Pacific Journal of Education, 29(6) ,529-539

Chiu, T.Jong, M. S-Y.Mok, I. A. C. (2020) Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics?. Educational Technology Research and Development, 68(5) ,2305–2320

Behzadnia, B. (2020) The relations between students’ causality orientations and teachers’ interpersonal behaviors with students’ basic need satisfaction and frustration, intention to physical activity, and well-being. Physical Education and Sport Pedagogy, ,1-20

Froiland, J. M. (2020) A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets. School Psychology International, 0(0) ,1-29

Gucciardi, D. F.Weixian, J. C.Gibson, W., Ntoumanis, N. (2020) Motivational climate in the classroom: Factorial and convergent validity evidence of the need-supportive behaviors scale with health science students. European Journal of Psychological Assessment, 36(2) ,324-335

Froiland, J. M.Worrell, F. C.Olenchak, F. R.Kowalski, M. J. (2020) Positive and negative time attitudes, intrinsic motivation, behavioral engagement and substance use among urban adolescents. Addiction Research and Theory,

Duchesne, S., Ratelle, C. F. (2020) Achievement goals, motivations, and social and emotional adjustment in high school: A longitudinal mediation test. Educational Psychology, 40 ,1033-1051

Guay, F.Bureau, J. S.Litalien, D., Ratelle, C. F. (2020) A self-determination theory perspective on RIASEC interest types: Autonomy and controlled orientations as predictors of self-efficacy and college program choices. Motivation Science, 6(2) ,164–170

Guay, F.Gilbert, W.Falardeau, E.Bradet, R. (2020) Fostering the use of pedagogical practices among teachers to support elementary students’ motivation to write. Contemporary Educational Psychology, 63 ,101922

Li, C.Hwa Kee, Y.Kong, L. C.Zou, L. (2019) Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness. MDPI Journal of Environmenal Research and Public Health, 16

Fin, G.Moreno-Murcia, J. A., León, J.Baretta, E. (2019) Interpersonal autonomy support style and its consequences in physical education classes. PLOS ONE, 14(5) ,e0216609

Ruiz-Alfonso, Z., León, J. (2019) Teaching quality: relationships between passion, deep strategy to learn, and epistemic curiosity. School Effectiveness and School Improvement, 30(2) ,212-230

Zhou, L-H., Ntoumanis, N., Thogersen-Ntoumani, C. (2019) Effects of perceived autonomy support from social agents on motivation and T engagement of Chinese primary school students: Psychological need satisfaction as mediator. Contemporary Educational Psychology, 58 ,323-330

Núñez, J. L., León, J. (2019) Determinants of classroom engagement: a prospective test based on self-determination theory. Teachers and Teaching, 25(2) ,147-159

Moss, J.D. (2019) Inviting Autonomy: Common roots and beliefs of self-determination theory and invitational education theory. Journal of Invitational Theory and Practice, 24

Wang, C.Hsu, H-C. K.Bonem, E. M., Moss, J.D. (2019) Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts. Computers in Human Behavior, 95 ,114-125

Katz, I.Lemish, D.Cohen, R.Arden, A. (2019) When parents are inconsistent: Parenting style and adolescents’ involvement in cyberbullying. Journal of Adolescence, 74 ,1-12

Vandenkerckhove, B., Soenens, B., Van der Kaap-Deeder, J.Brenning, K. (2019) The role of weekly need-based experiences and self-criticism in predicting weekly academic (mal)adjustment. Learning and Individual Differences, 69 ,69-83

Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B. (2019) Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach. Journal of Educational Psychology, 111(3) ,497-521

Salikhova, N. R., Lynch, M. F.Salikhova, A. B. (2019) The associations between tolerance for ambiguity and internal and external motivation in the scholarly activities of doctoral students. Education and Self-Development,, 14 ,39-51

Wang, C. K. J., Liu, W. C.Kee, Y. H.Chian, L. K. (2019) Competence, autonomy, and relatedness in the classroom: understanding students’ motivational processes using the self-determination theory. Heliyon, 5 ,e01983

Cheon, S.H., Reeve, J.Lee, Y., Ntoumanis, N. (2019) Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study. Journal of Educational Psychology, 111 ,685-702

Gillet, N.Morin, A.J.SHuyghebaert, T.Burger, L. (2019) University students’ need satisfaction trajectories: A growth mixture analysis. Learning and Instruction, 60 ,275-285

Litalian, D., Gillet, N., Gagné, M., Ratelle, C. F. (2019) Self-determined motivation profiles among undergraduate students: A robust test of profile similarity as a function of gender and age. Learning and Individual Differences, 70 ,39-52

Patall, E. A.Pituch, K. A.Steingut, R. R.Vasquez, A. C. (2019) Agency and high school science students’ motivation, engagement, and classroom support experiences. Journal of Applied Development Psychology, 62 ,77-92

Patall, E. A.Hooper, S. Y. (2019) In K. A. Renninger, A. & S. Hidi, The promise and peril of choosing for motivation and learning. , Cambridge Handbook of Motivation and Learning (pp. 238-262) UK: Cambridge University Press.

Zhoc, K. C. H.King, R. B., Law, W.McInerney, D. M. (2019) Intrinsic and extrinsic future goals: Their differential effects on students’ self-control and distal learning outcomes. Psychology in the Schools, 56 ,1596–1613

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

Jungert, T.Östergren, R., Houlfort, N., Koestner, R. (2019) The impact of support on growth in teacher-efficacy: a cross-cultural study. International Journal of Educational Management, 33(4) ,753-767

Abós, Á.Sevil-Serrano, J., Haerens, L.Aelterman, N. (2019) Towards a more refined understanding of the interplay between burnout and engagement among secondary school teachers: A person-centered perspective. Learning and Individual Differences, 72 ,69-79

Kusurkar, R. A. (2019) Enhancing autonomous motivation of students should be an integral part of the educational philosophy of a medical school. Medical Teacher, 41(8) ,969

Orsini, C.Binnie, V.Jerez, O. (2019) Motivation as a Predictor of Dental Students’ Behavioral and Affective Outcomes: Does the Quality of Motivation Matter?. Journal of Dental Education, 83(5) ,521-529

Visser, C.L.F., Kusurkar, R. A.Croiset, G.ten Cate, O. (2019) Students’ motivation for interprofessional collaboration after their experience on an IPE ward: A qualitative analysis framed by self- determination theory. Medical Teacher, 41(1) ,44-52

Aelterman, N., Vansteenkiste, M., Haerens, L. (2019) Correlates of students’ internalization and defiance of classroom rules: A self-determination theory perspective. British Journal of Educational Psychology, 89 ,22-40

Krijgsman, C.Mainhard, T.van Tartwijk, J.Borghouts, L. (2019) Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson. Learning and Instruction, 61 ,1-11

Noels, K.A.Vargas Lascano, D.I.Saumure, K. (2019) The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, ,1-31

Chatzisarantis, N. L.Ada, E. N.Ahmadi, M.Caltabiano, N. (2019) Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes. Contemporary Educational Psychology, 58 ,33-43

Vansteenkiste, M.Aelterman, N., Haerens, L., Soenens, B. (2019) Seeking Stability In Stormy Educational Times: A Need-Based Perspective On (De)Motivating Teaching Grounded In Self-Determination Theory. Motivation in Education at a Time of Global Change, 20 ,53-80

Kantas, O.Kart, M. E.Güldü, Ö. (2018) Career Locus and Career Adaptabilities: A Self-determination Perspective for Turkish University Students’ Case. Journal of Social Security, 8(1) ,215-234

Orsini, C.Binnie V. I.Tricio, J. A. (2018) Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile. Journal of Educational Evaluation for Health Professions, 15(11)

Bartholomew, K. J., Ntoumanis, N.Mouratidis, A.Katartzi, E. (2018) Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53 ,50-63

León, J.Medina-Garrido, E.Ortega-Viera, M. (2018) Teaching quality: High school students’ autonomy and competence. Psicothema, 30(2) ,218-223

Benita, M.Butler, R.Shibaz, L. (2018) Outcomes and antecedents of teacher depersonalization: The role of intrinsic orientation for teaching. Journal of Educational Psychology,

Schneider, S.Nebel, S.Beege, M.Rey, G. D. (2018) The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media. Learning and Instruction, 58 ,161-172

Behzadnia, B., Adachi, P. J. C., Deci, E. L.Mohammadzadeh, H. (2018) Associations between students’ perceptions of physical education teachers’ interpersonal styles and students’ wellness, knowledge, performance, and intentions to persist at physical activity: A self-determination theory approach. Psychology of Sport and Exercise, 39 ,10-19

Moe, A., Katz, I. (2018) Brief research report: Parents’ Homework Emotions Favor Students’ Homework Emotions. Journal of Experimental Education, 86(4) ,559-579

Moe, A., Katz, I.Alesi, M. (2018) Scaffolding for Motivation by Parents, and Children’s Homework Motivations and Emotions: Effects of a Training Programme. British Journal of Educational Psychology, 88(2) ,323-344

Langdon, J. L.Sturges, D. (2018) Flipping the classroom: Effects on course experience, academic motivation, and performance in an undergraduate exercise science research methods course. Journal of the Scholarship of Teaching and Learning, 18 ,13-27

Katz, I.Cohen, R.Green-Cohen, M.Morsiano-davidpur, S. (2018) Parental Support for Adolescents’ Autonomy while Making a First Career Decision. Learning and Individual Differences, 65 ,12-19

Lubans, D. R.Beauchamp, M. R.Diallo, T. M. O.Peralta, L. R. (2018) School Physical Activity Intervention Effect on Adolescents’ Performance in Mathematics. Medicine & Science in Sports & Exercise, 50(12) ,2442-2450

Tan, F.Whipp, P., Gagné, M.Van Quaquebeke, N. (2018) Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22 ,169-187

Patall, E. A.Steingut, R. R.Vasquez, A. C.Trimble, S. R. (2018) Daily autonomy supporting or thwarting and students’ motivation, engagement, and disaffection in the high school science classroom. Journal of Educational Psychology, 110(2) ,268-288

Patall, E. A.Hooper, S. Y.Vasquez, A. C.Pituch, K. A. (2018) Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and Instruction, 58 ,220-231

Patall, E. A.Steingut, R. R.Freeman, J. L.Pituch, K. A. (2018) Gender disparities in students’ motivational experiences in high school science classrooms. Science Education, 102(5) ,951-977

Tjin A Tsoi, S.L.de Boer, A.Croiset, G., Kusurkar, R. A. (2018) Exploring changes in the motivation of Dutch pharmacists with respect to the current continuing education system: a longitudinal approach. American Journal of Pharmaceutical Education, 82(2) ,1-20

Kusurkar, R. A. (2018) Autonomous motivation in medical education. Medical Teacher, 41(9) ,1083-1084

Caris, M.G.Sikkens, J.J.Kusurkar, R. A.van Agtmael, M.A. (2018) E-learning on antibiotic prescribing—the role of autonomous motivation in participation: a prospective cohort study. Journal of Antimicrobial Chemotherapy, 73(8) ,2247-2251

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

Isik, U.El Tahir, O.Meeter, M.Heymans, M.W. (2018) Factors Influencing Academic Motivation of Ethnic Minority Students: A Review. Sage Open, 8(2) ,1-23

Isik, U.Wilschut, J.Croiset, G.Kusurkar, R. A. (2018) The role of study strategy in motivation and academic performance of ethnic minority and majority students: a structural equation model. Advances in Health Sciences Education, 23 ,921-935

Cheon, S. H., Reeve, J.Lee, Y.Lee, J. (2018) Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education, 69 ,43-51

van den Burgt, S.M.E., Kusurkar, R. A.Wilschut, J.A.Tjin A Tsoi, S.L.N.M. (2018) Motivational Profiles and Motivation for Lifelong Learning of Medical Specialists. Journal of Continuing Education for Health Professionals, 38(3) ,171-178

Visser, C.L.F.Wilschut, J.A.Isik, U.van den Burgt, S.M.E. (2018) The association of readiness for interprofessional learning with empathy, motivation and professional identity development in medical students. BMC Medical Education, 18(125) ,1-10

Abós, Á., Haerens, L.Sevil, J.Aelterman, N. (2018) Teachers’ motivation in relation to their psychological functioning and interpersonal style: A variable- and person-centered approach. Teaching and Teacher Education, 74 ,21-34

Wouters, A.Croiset, G., Kusurkar, R. A. (2018) Selection and lottery in medical school admissions: who gains and who loses?. MedEdPublish, ,1-14

Jeno, L. M., Adachi, P. J. C.Grytnes, J.-A.Vandvik, V. (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

Assor, A.Feinberg, O., Kanat-Maymon, Y., Kaplan, H. (2018) Reducing violence in non-controlling ways: A change program based on self determination theory. The Journal of Experimental Education, 86(2) ,195-213

Kusurkar, R. A.Croiset, G. (2018) What will happen after withdrawal of the candy from the lecture?. Education For Health, 31(3) ,184

(2018) Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach. Journal of Educational Psychology, ,1-26

Cents-Boostra, M.Lichtwarck-Aschoff, A.Denessen, E., Haerens, L. (2018) Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching. Journal of Vocational Education & Training, ,1-24

Lynch, M. F.Salikhova, N. R. (2018) Teachers’ beliefs about the needs of students: Teachers as local experts (a qualitative analysis). Education and Self Development, 12 ,33-43

Mouratidis, A.Michou, A.Aelterman, A., Haerens, L. (2018) Begin-of-school-year perceived autonomy-support and structure as predictors of end-of-school-year study efforts and procrastination: the mediating role of autonomous and controlled motivation. Educational Psychology: An International Journal of Experimental Educational Psychology, 38(4) ,435-450

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

Barrable, A., Arvanitis, A. (2018) Flourishing in the forest: looking at Forest School through a self-determination theory lens. Journal of Outdoor and Environmental Education, 22(1) ,39-55

Kaplan, H. (2018) Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychology of Education, 21(1) ,223-255

Oga-BaldwinW. L. Q., Nakata, 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

Duineveld, J. J.Parker, P.D., Ryan, R. M.Ciarrochi, J. (2017) The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions. Developmental Psychology, 53(10) ,1978-1994

Lewis, V.Martina, C. A.McDermott, M. P.Chaudron, L. (2017) Mentoring interventions for underrepresented scholars in biomedical and behavioral sciences: Effects on quality of mentoring interactions and discussions. CBE-Life Sciences Education, 16(3) ,ar44

Ruiz-Alfonso, Z., León, J. (2017) Passion for math: Relationships between teacher emphasis on the usefulness of class contents, motivation, and grade. Contemporary Educational Psychology, 51 ,284-292

León, J.Medina-Garrido, E.Núñez, J. L. (2017) Teaching quality in math class: The development of a scale and the analysis of Its relationship with engagement and achievement. Frontiers in Psychology, 8(895)

León, J.Liew, J. (2017) Profiles of adolescents´ peer and teacher relatedness: Well-being and academic achievement. Learning and Individual Differences, 54 ,41-50

Orsini, C.Binnie, V.Wilson, S.Villegas, M. J. (2017) Learning climate and feedback as predictors of dental students’ self- determined motivation: The mediating role of basic psychological needs satisfaction. European Journal of Dental Education, ,1-9

Schutte, T.Tichelaar, J.Dekker, R. S.Thijs, A. (2017) Motivation and competence of participants in a learner-centered student-run clinic: An exploratory pilot study. BMC Medical Education, 17 (23)

Wouters, A.Croiset, G.Schripsema, N. R.Cohen-Schotanus, J. (2017) A multicenter study on medical school selection, motivation, engagement and academic performance. Advances in Health Sciences Education, 2(22) ,447–462

Wouters, A.Croiset, G.Schripsema, N. R.Cohen-Schotanus, J. (2017) Students’ approaches to medical school choice: relationship with students’ characteristics and motivation. International Journal of Medical Education, 8 ,217-226

Hancox, J. E.Quested, E., Ntoumanis, N., Duda, J. L. (2017) Teacher-created social environment, basic psychological needs, and dancers’ affective states during class: A diary study. Personality and Individual Differences, 115 ,137-143

Litalien, DavidMorin, A. J. S., Gagné, M., Vallerand, R. J. (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

Wang, C. K. J., Liu, W. C.Nie, Y.Chye, Y. L. S. (2017) Latent profile analysis of students’ motivation and outcomes in mathematics: an organismic integration theory perspective. Heliyon, 3 ,e00308

Patall, E. A.Vasquez, A. C.Steingut, R. R.Trimble, S. R. (2017) Supporting and thwarting autonomy in the high school science classroom. Cognition & Instruction, 35(4) ,337-362

Kramer, I.M., Kusurkar, R. A. (2017) Science-writing in the blogosphere as a tool to promote autonomous motivation in education. The Internet and Higher Education, 35 ,48-62

Bonneville-Roussy, A., Evans, P.Verner-Filion, J., Vallerand, R. J. (2017) Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48 ,28–42

Jeno, L. M.Raaheim, A.Kristensen, S. M.Kristensen, K. D. (2017) The relative effect of team-based learning on motivation and learning: A self-determination theory perspective.. CBE-Life Sciences Education, 16

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

Ratelle, C. F.Duchesne, S. (2017) Predicting school adjustment from multiple perspectives on parental behaviors. Journal of Adolescence, 54 ,60-72

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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

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

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

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

Williams, G. C.Wiener, M. W.Markakis, K. M., Reeve, J. (1994) Medical student motivation for internal medicine. Journal of General Internal Medicine, 9 ,327-333

Ryan, R. M.Stiller, J.Lynch, J. H. (1994) Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14 ,226-249

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

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

Vallerand, R. J., Pelletier, L. G., Blais, M. R.Briere, N. M. (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

Patrick, B. C., Skinner, E. A.Connell, J. P. (1993) What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65(4) ,781-791

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

Wild, T. C.Enzle, M. E.Hawkins, W. L. (1992) Effects of perceived extrinsic versus intrinsic teacher motivation on student reactions to skill acquisition. Personality and Social Psychology Bulletin, 18 ,245-251

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

Deci, E. L.Hodges, R.Pierson, L.Tomassone, J. (1992) Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25 ,457-471

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

Vallerand, R. J.Bissonnette, R. (1992) Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60 ,599-620

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.

Grolnick, W. S., Ryan, R. M., Deci, E. L. (1991) The inner resources for school performance: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83(4) ,508-517

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

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

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

Ryan, R. M.Connell, J. P.Plant, R. W. (1990) Emotions in non-directed text learning. Learning and Individual Differences, 2(1) ,1-17

Grolnick, W. S., Ryan, R. M. (1990) Self-perceptions, motivation, and adjustment in children with learning disabilities: A multiple group comparison study. Journal of Learning Disabilities, 23 ,177-184

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

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

Ryan, R. M.Connell, J. P. (1989) Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57 ,749-761

Grolnick, W. S., Ryan, R. M. (1989) Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81(2) ,143-154

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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

Grolnick, W. S., Ryan, R. M. (1987) Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52 ,890-898

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

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

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.

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

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

Deci, E. L., Ryan, R. M. (1982) Intrinsic motivation to teach: Possibilities and obstacles in our colleges and universities. In J. Bess (Ed.), New directions in teaching and learning. (pp. 27-36) San Francisco: Jossey-Bass.

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

Deci, E. L.Schwartz, A. J.Sheinman, L., Ryan, R. M. (1981) An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73(5) ,642-650

Reeve, J.Cheon, S. H. (2021) Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1) ,54-77

Ryan, R. M.Deci, E. L. (2020) Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61 ,101860

Jang, H.Kim, E. J.Reeve, J. (2012) Longitudinal test of self-determination theory’s motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4) ,1175–1188

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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

Ryan, R. M.Weinstein, N. (2009) Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory and Research in Education, 7(2) ,224-233

Sutter, C. C.Haugen, J. S.Campbell, L. O.Jones, J. L. T. (2021) Teachers’ motivation to participate in anti-bullying training and their intention to intervene in school bullying: A Self-Determination Theory perspective. International Journal of Bullying Prevention, Advance Online

Meristo, M. (2021) Emotional turmoil or peaceful agreements? A phenomenological study on coping with reforms in higher education institution. The Qualitative Report, 26(6) ,1846-1863

Levesque, C. S. (2021) Student-centered pedagogy and course transformation at scale: Facilitating faculty agency to IMPACT institutional change.

Reeve, J.Cheon, S. H. (2021) Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1) ,54-77

Guay, F.Gilbert, W.Falardeau, E.Bradet, R. (2020) Fostering the use of pedagogical practices among teachers to support elementary students’ motivation to write. Contemporary Educational Psychology, 63 ,101922

Cheon, S. H., Reeve, J., Vansteenkiste, M. (2020) When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90 ,103004