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

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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

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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

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

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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

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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

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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

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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

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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

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

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

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

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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

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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,

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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

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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

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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

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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,

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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 ,571-602

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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

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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

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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

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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

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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

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

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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

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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

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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

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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

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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

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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

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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

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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

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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,

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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.

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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)

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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

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

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

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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

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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

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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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

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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

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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

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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

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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

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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

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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

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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

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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

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

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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

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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

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

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(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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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)

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

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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

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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)

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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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Ratelle, C. F.Duchesne, S. (2017) In H.W. Marsh, R.G. Craven, D.M. McInerney & F. Guay (Eds), The role of parents in supporting adaptation in school: A motivational perspective. , SELF – Driving Positive Psychology and Wellbeing International (Advances in Self Research, Vol. 6) (pp. 167-197) Charlotte, NC: Information Age.

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Duchesne, S., Ratelle, C. F.Feng, B. (2017) Psychological need satisfaction and achievement goals: Exploring indirect effects of academic and social adaptation following the transition to secondary school. Journal of Early Adolescence, 37(9) ,1280-1308

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Kaplan, H.Madjar, N. (2017) The motivational outcomes of psychological need support among pre-service teachers: Multicultural and self-determination theory perspectives. Frontiers in Education.,

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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

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Gillet, N.Huyghebaert, T.Barrault, S.Bucourt, E. (2017) Autonomous and controlled reasons underlying self-approach and self-avoidance goals and educational outcomes. Social Psychology of Education, 20 ,179-193

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

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Deci, E. L., Ryan, R. M. (2016) In J. Wang, C. W. Liu, & R. M. Ryan (Eds.), Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. (pp. 9-29) Singapore: Springer. doi: 10.1007/978-981-287-630-0_2

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Early, D. M.Berg, J. K.Alicea, S.Si, Y. (2016) The impact of every classroom, every day on high school student achievement: Results from a school-randomized trial. Journal of Research on Educational Effectiveness, 9(1) ,3-29

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Nguyen, T.-v. T., Deci, E. L. (2016) Can it be good to set the bar high? The role of motivational regulation in moderating the link from high standards to academic well-being. Learning and Individual Differences, 45 ,245-251

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Côté-Lecaldare, M., Joussemet, M.Dufour, S. (2016) How to support toddlers’ autonomy: A qualitative study with childcare educators. Early Education and Development, (27)6 ,822-840

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Lewis, V.Martina, C. A.McDermott, M. P.Trief, P. M. (2016) A randomized controlled trial of mentoring interventions for underrepresented minorities. Academic Medicine, 91(7) ,994-1001

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Wang, C. K. J.Ng, B. L. L., Liu, W. C., Ryan, R. M. (2016) In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Can being autonomy-supportive in teaching improve students’ self-regulation and performance?. , Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 227-243) New York, NY: Springer.

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Liu, W. C., Wang, C. K. J., Ryan, R. M. (2016) In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Understanding motivation in education: Theoretical and practical considerations. , Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 1-7) New York, NY: Springer.

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Núñez, J. L., León, J. (2016) The mediating effect of intrinsic motivation to learn on the relationship between student´s autonomy support and vitality and deep learning. Spanish Journal of Psychology, 19 ,1-8

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Guay, F.Valois, P.Falardeau, E.Lessard, V. (2016) Examining the effects of a professional development program on teachers’ pedagogical practices and students’ motivational resources and achievement in written French. Learning and Individual Differences, 45 ,291-298

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Garon-Carrier, G.Boivin, M., Guay, F.Kovas, Y. (2016) Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association. Child Development, 87 ,165-175

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

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Orsini, C.Binnie, V.Fuentes, F.Ledezma, P. (2016) Implications of motivation differences in dental students’ preclinical-clinical transition: A one-year follow-up study. Educacion Medica, 17(4) ,193-196

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Orsini, C.Binnie, V. I.Wilson, S. L. (2016) Determinants and outcomes of motivation in health professions education: A systematic review based on self-determination theory. Journal of Educational Evaluation for Health Professions, 13 ,19

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Vasquez, A. C., Patall, E. A.Fong, C. J.Corrigan, A. S. (2016) Parent autonomy support, academic achievement, and psychosocial functioning: A meta-analysis of research. Educational Psychology Review, 28(3) ,605-644

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Linnenbrink-Garcia, L., Patall, E. A.Pekrun, R. (2016) Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from Behavioral and Brain Sciences, 3(2) ,228-236

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(2016) Daily interest, engagement, and autonomy support in the high school science classroom. Contemporary Educational Psychology, 46 ,180-194

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Leach, J. K., Patall, E. A. (2016) Need-supportive advising for undecided students. NACADA Journal, 36(2) ,20-33

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Ng, B. L. L., Liu, W. C., Wang, C. K. J. (2016) Student motivation and learning in mathematics and science: A cluster analysis. International Journal of Science and Mathematics Education, 14(7) ,1359-1376

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

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Ricard, N. C., Pelletier, L. G. (2016) Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships, and academic motivation. Contemporary Educational Psychology, 44-45 ,32-40

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Yu, C.Li, X.Wang, S.Zhang, W. (2016) Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 49 ,115-123

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Evans, P.Bonneville-Roussy, A. (2016) Self-determined motivation for practice in university music students. Psychology of Music, 44(5) ,1095–1110

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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

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Owen, K. B.Parker, P. D.Van Zanden, B.MacMillan, F. (2016) Physical activity and school engagement in youth: A systematic review and meta-analysis. Educational Psychologist, 51(2) ,129-145

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Trenshaw, K. F.Revelo, R. A.Earl, K. A.Herman, G. L. (2016) Using self determination theory principles to promote engineering students’ intrinsic motivation to learn. International Journal of Engineering Education, 32 ,1194-1207

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Aelterman, N., Vansteenkiste, M.Van Keer, H., Haerens, L. (2016) Changing teachers’ beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training. Psychology of Sport and Exercise, 23 ,64-72

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Hagger, M. S.Sultan, S.Hardcastle, S. J., Reeve, J. (2016) Applying the trans-contextual model to mathematics activities in the classroom and homework behaviour and attainment. Learning and Individual Differences, 45 ,166-175

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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

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Liu, W. C., Wang, C. K. J., Ryan, R. M. (2016) In W. C. Liu, , J. C. K. Wang, & R. M. Ryan (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory. New York, NY: Springer Building autonomous learners: Perspectives from research and practice using self-determination theory,

Tjin A Tsoi, S.L.N.De Boer, A.Croiset, G.Koster, A. S. (2016) Factors influencing participation in continuing professional development: A focus on motivation among pharmacists. The Journal of Continuing Education in the Health Professions, 36 ,144-150

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Lynch, M. F.Salikhova, N. R. (2016) Teachers’ conceptions about the child’s developmental needs: A structural analysis. Mathematics Education, 11 ,1471-1479

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Leow, K.Lee, M.,, Lynch, M. F. (2016) Big five personality and depressive symptoms: A self-determination theory perspective on students’ positive relationships with others. Ideas and research you can use: VISTAS, ,28

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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

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Pekrun, R.Suzuki, M.Marsh, H. W. (2016) Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics. Journal of Personality and Social Psychology, 111(5) ,766-779

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Deci, ERyan, 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., Optimizing students’ motivation in the era of testing and pressure: a self determination theory perspective. , Building Autonomous Learners (pp. 9 - 29) Singapore: Springer. doi: 10.1007/978-981-287-630-0_2

Tjin A Tsoi, S.L.N.De Boer, A.Croiset, G.Koster, A. S. (2016) Unraveling motivational profiles of health care professionals for Continuing Education: the example of pharmacists in the Netherlands. The Journal of Continuing Education in Health Professions, 36(1) ,46-54

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Van den Berghe, L.Cardon, G.Tallir, I.Kirk, D. (2016) Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson. Physical Education and Sport Pedagogy, 21(6) ,653-670

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Wouters, A.Croiset, G.Galindo-Garre, F., Kusurkar, R. A. (2016) Motivation of medical students: selection by motivation or motivation by selection. BMC Medical Education, 16:37

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De Naeghel, J.Van Keer, H., Vansteenkiste, M., Haerens, L. (2016) Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3) ,232-252

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Haerens, L., Vansteenkiste, M.Aelterman, N.Van den Berghe, L. (2016) In Liu W., Wang J., Ryan R., Towards a Systematic Study of the Dark Side of Student Motivation: Antecedents and Consequences of Teachers’ Controlling Behaviors. , Building Autonomous Learners (pp. 59-81) Singapore: Springer. doi: 10.1007/978-981-287-630-0_4

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Grolnick, W. S. (2015) Mothers’ motivation for involvement in their children’s schooling: Mechanisms and outcomes. Motivation and Emotion, 39 ,63-73

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Patrick, H.Gentry, M., Moss, J.D.McIntosh, J. S. (2015) In F. Dixon & S. Moon, Understanding gifted and talented students’ motivation. , The Handbook of Secondary Gifted Education, 2nd ed. (pp. 185-209) Waco, TX: Profrock Press.

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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,

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Kanat-Maymon, Y.Benjamin, M.Stavsky, A.Shoshani, A. (2015) The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective. Contemporary Educational Psychology, 43 ,1-9

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Núñez, J. L.Fernández, C., León, J.Grijalvo, F. (2015) The relationship between teacher´s autonomy support and students´ autonomy and vitality. Teachers and Teaching: Theory and Practice, 21(2) ,191-202

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León, J.Núñez, J. L.Alfonso-Ruiz, Z.Bordón, B. (2015) Music academic performance: Effect of intrinsic motivation and critical thinking. Journal of Psychodidactics, 20(2) ,377-391

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León, J.Núñez, J. L.Liew, J. (2015) Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43 ,156-163

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Núñez, J. L., León, J. (2015) Autonomy support in the classroom: A review from the Self-Determination theory. European Psychologist, 20(4) ,275-283

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Martín-Albo, J.Lombas, A. S.Jiménez, T. I.Valdivia-Salas, S. (2015) The mediating role of relatedness between repair and loneliness: A preliminary model in high school students. Journal of Happiness Studies, 16(5) ,1131-1148

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Guay, F.Litalien, D. (2015) Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41 ,218-231

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Chanal, J.Guay, F. (2015) Are autonomous and controlled motivations school-subjects-specific?. PLoS ONE, 10(8) ,e0134660

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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

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Guay, F.Morin, A.Litalien, D.Valois, P. (2015) Application of exploratory structural equation modeling to evaluate the Academic Motivation Scale. The Journal of Experimental Education, 83(1) ,51-82

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Renaud-Dube, A.Talbot, D., Taylor, G., Guay, F. (2015) The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: A mediation model. Social Psychology of Education: An International Journal, 18 ,255-272

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Haerens, L.Aelterman, N., Vansteenkiste, M.Soenens, B. (2015) Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experience through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16 ,26-36

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Ng, B., Liu, W. C., Wang, C. K. J. (2015) A preliminary examination of teachers’ and students’ perspectives on autonomy-supportive instructional behaviors. Qualitative Research in Education, 4(2) ,192-221

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Patall, E. A.Leach, J. K. (2015) The role of choice provision in academic dishonesty. Contemporary Educational Psychology, 42 ,97-110

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Orsini, C.Binnie, V.Evans, P.Ledezma, P. (2015) Psychometric validation of the Academic Motivation Scale in a dental student sample. Journal of Dental Education, 79 ,971-981

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Orsini, C. (2015) Self-determined motivation in Dental Education: Are we supporting autonomy or controlling behaviour?. Journal of Oral Research, 4(2) ,86-87

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Orsini, C.Evans, P.Binnie, V.Ledezma, P. (2015) Encouraging intrinsic motivation in the clinical setting: Teachers’ perspectives from the self-determination theory. European Journal of Dental Education, 20 ,102-111

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Orsini, C.Evans P.Jerez O. (2015) How to encourage intrinsic motivation in the clinical teaching environment? A systematic review from the self-determination theory. Journal of Educational Evaluation for Health Professions, 12 ,8

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Lam, S.-f., Law, W.Chan, C.-K.Wong, B. P. H. (2015) A latent class growth analysis of school bullying and its social context: The self-determination theory perspective. School Psychology Quarterly, Vol. 30, No. 1 ,75 – 90

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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

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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,

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Chan, D. K. C.Yang, S. X.Hamamura, T.Sultan, S. (2015) In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan. Motivation and Emotion, 39 ,908-925

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Hagger, M. S.Sultan, S.Hardcastle, S. J.,, Chatzisarantis, N. L. (2015) erceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41 ,111-123

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Hein, V.Koka, A., Hagger, M. S. (2015) Relationships between perceived teachers’ controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence, 42 ,103-114

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Van den Berghe, L.Tallir, I.B.Cardon, G.Aelterman, N. (2015) Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach. Journal of Sport & Exercise Psychology, 37 ,353-366

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Gillet, N.Lafrenière, M.-A.Huyghebaert, T.Fouquereau, E. (2015) Autonomous and controlled reasons underlying achievement goals: Implications for the 3 x 2 achievement goal model in educational and work settings. Motivation and Emotion, 39 ,858-875

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Amoura, C.Berjot, S., Gillet, N.Caruana, S. (2015) Autonomy-supportive and controlling styles of teaching: Opposite or distinct teaching styles?. Swiss Journal of Psychology, 74 ,141-158

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Kusurkar, R. A.Croiset, G. (2015) Self-determination theory and scaffolding applied to medical education as a continuum. Academic Medicine, 90(11) ,1431

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Kusurkar, R. A.Croiset, G. (2015) Autonomy support for autonomous motivation in medical education. Medical Education Online, 20 ,27951

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

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Reeve, J., Lee, W. (2014) Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106 ,527-540

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Tian, L.Chen, H.Huebner, S, E (2014) The Longitudinal Relationships Between Basic Psychological Needs Satisfaction at School and School- Related Subjective Well-Being in Adolescents. Springer Social Indicators Research, 119 ,353-372

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Taylor, G.Jungert, T., Mageau, G. A.Schattke, K. (2014) A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39 ,342-358

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Reeve, J., Vansteenkiste, M., Assor, A.Ahmad, I. (2014) The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38(1) ,93-110

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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 Practice. , Teacher Motivation: Theory and Practice New York: Rutledge.

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Katz, I.Shahar, B. (2014) What Makes a Motivating Teacher? Teachers Motivation and Beliefs as Predictors of Their Autonomy-Supportive Style. School Psychology International, 36(6) ,575-588

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Early, D. M.Rogge, R. D., Deci, E. L. (2014) Engagement, alignment, and rigor as vital signs of high-quality instruction: A classroom visit protocol for instructional improvement and research. High School Journal, 97 ,219-239

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Taylor, G.Jungert, T., Mageau, G. A.Schattke, K. (2014) A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39 ,342-358

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Ryan, R. M., Schultz, P. (2014) In In Oon-Seng Tan & Woon-Chia Liu (Eds.), What Teachers Need: A Self-determination Theory Perspective on Supporting Engaged and Effective Educators. , Teacher Effectiveness: Capacity Building in a Complex Learning Era Singapore: Cengage Learning Asia Pte Ltd.

Katz, I.Eilot, K.Nevo, N. (2014) ‘‘I’ll do it later’’: Type of motivation, self-efficacy and homework procrastination. New York: Springer Motivation and Emotion, 38 ,111-119

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Katz, I.Cohen, R. (2014) Assessing autonomous motivation in students with cognitive impairment. London: Routledge Journal of Intellectual and Develepmental Disability, ,323-332

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Liu, W. C., Wang, C. K. J.Kee, Y. H.Koh, C. (2014) College students’ motivation and learning strategies profiles and academic achievement: A self-determination theory approach. Educational Psychology: An International Journal of Experimental Educational Psychology, 34(3) ,338-353

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Wilkesmann, U.Schmid, C. J. (2014) Intrinsic and internalized modes of teaching motivation. Evidence-based HRM, 2 ,6-27

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Radel. R., Pelletier, L. G.Sarrazin, P.Baxter, D. (2014) The paradoxical effect of controlling context on interest in another activity. Learning and Instruction, 29 ,95-102

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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

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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

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Assor, A., Kanat-Maymon, Y., Roth, G. (2014) Parental conditional regard: Psychological costs and antecedents. In Weinstein, Netta, Parental conditional regard: psychological costs and antecedents. , Human motivation and interpersonal relationships (pp. 215-237) Netherlands: Springer.

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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

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Digelidis, N.Karageorghis, C.Papapavlou, A.Papaioannou, A. (2014) Effects of asynchronous music on students’ lesson satisfaction and motivation at the situational level. Journal of Teaching in Physical Education, 33 ,326-341

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Leptokaridou, E.Vlachopoulos, S.Papaioannou, A. (2014) Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education. Educational Psychology, ,1-22

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Wouters A.Bakker A.H.van Wijk, I.J.Croiset G. (2014) A qualitative analysis of statements on motivation of applicants for medical school. BMC Medical Education, 14 ,200

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Kusurkar, R. A.Croiset, G. (2014) Electives support autonomy and autonomous motivation in undergraduate medical education. Medical Teacher, 36(10) ,915-916

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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

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Ryan, R. M., Deci, E. L. (2013) In B. W. Sokol, F. M. E. Grouzet, U. Muller (Eds.), Toward a social psychology of assimilation: Self-determination theory in cognitive development and education. , 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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Savard, A.,, Joussemet, M.Pelletier, J.E., Mageau, G. A. (2013) The benefits of autonomy support among teenagers in social rehabilitation. Motivation and Emotion, 37(4) ,688-700

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Roth, G.Weinstock, M. (2013) Teachers’ epistemological beliefs as an antecedent of autonomy-supportive teaching. Motivation and Emotion,

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Cheon, S. H., Reeve, J. (2013) Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation. Psychology of Sport and Exercise, 14(4) ,508–518

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Ratelle, C. F.Simard, K., Guay, F. (2013) University students’ subjective well-being: The role of autonomy support from parents, friends, and the romantic partner. Journal of Happiness Studies, 14(3) ,893-910

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Patall, E. A.Dent, A. L.Oyer, M.Wynn, S. R. (2013) Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1) ,14-32

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Chye, S. Y.Liau, A. K., Liu, W. C. (2013) Student Teachers’ Motivation and Perceptions of E-Portfolio in the Context of Problem-Based Learning. Asia-Pacific Education Researcher, 22(4) ,367-375, 0.576

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Tadic, MajaBakker, 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

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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

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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

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Haerens, L.Aelterman, N.Van den Berghe, L.De Meyer, J. (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. (2013) The Number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?. Contemporary Educational Psychology,

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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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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

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Gillet, N., Vallerand, R. J.Lafrenière, M. A. K. (2012) Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education: An International Journal, 15 ,77–95

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

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Kusurkar, R. A.Ten Cate, T. J.Vos, C. M. P.Westers, P. (2012) How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education, Online

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Taylor, G.Lekes, N.Gagnon, H.Kwan, L. (2012) Need satisfaction, work-school interference and school dropout: An application of self-determination theory. British Journal of Educational Psychology, 82 ,622-646

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Vansteenkiste, M.Sierens, E.Goossens, L., Soenens, B. (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

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Kee, Y. H., Wang, C. K. J.Lim, B. S. C., Liu, W. C. (2012) In J. N. Franco & A. E. Svensgaard (Eds.), Secondary students’ motivation and learning strategies profiles: The importance of an autonomy-supportive classroom structure. , Handbook on psychology of motivation: New research (pp. 271-282) New York: Nova Publisher.

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

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Duchesne, S.Mercier, A., Ratelle, C. F. (2012) Vocational exploration in middle school: Motivational characteristics of students and perceptions of the learning climate. Canadian Journal of Counselling and Psychotherapy, 46(4) ,367–386

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Kaplan, H., Assor, A. (2012) Enhancing autonomy-supportive I–Thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program. Social Psychology of Education, 15 ,251-269

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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

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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

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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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Kusurkar, R. A.Croiset, G.Kruitwagen, C.ten Cate, O. (2011) Validity evidence for the measurement of the strength of motivation for medical school. Advances in Health Science Education, 16 ,183-195

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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 education. , Personal epistemology and teacher education New York: Rutledge.

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Eyal, O., Roth, G. (2011) Principals’ leadership and teachers’ motivation: Self-determination theory analysis. Journal of Educational Administration, 49(3) ,256-275

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Croiset, G.Ten Cate, T. J. (2011) Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory. Medical Teacher, 33 ,978-982

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Ten Cate, T.J.Kusurkar, R. A., Williams, G. C. (2011) How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59, Medical Teacher, 33:12 ,961–973

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Roth, G., Kanat-Maymon, Y.Bibi, U. (2011) Prevention of school bullying: The important role of autonomy-supportive teaching and internalization of pro-social values. British Journal of Educational Psychology, 81 ,654–666

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Su, Y. L., Reeve, J. (2011) A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23(1) ,159-188

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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

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Ciani, K. D., Sheldon, K. M.Hilpert, J. C.Easter, M. A. (2011) Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology, 81 ,223–243

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de Bilde, J., Vansteenkiste, M.Lens, W. (2011) Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21 ,332-344

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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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Fernet, C. (2011) Development and validation of the Work Role Motivation Scale for School Principals (WRMS-SP). Educational Administration Quarterly, 47 ,307-331

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Wang, C. K. J., Liu, W. C.Koh, C.Tan, O. S. (2011) A motivational analysis of project work in Singapore using self-determination theory. The International Journal of Research and Review, 7 ,45-66

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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

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McLachlan, S., Hagger, M. S. (2010) Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context. Teaching and Teacher Education, 26 ,1205-1211

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Radel, R.Sarrazin, P.Legrain, P., Wild, T. C. (2010) Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102 ,577-587

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Guay, F., Ratelle, C. F.Roy, A.Litalien, D. (2010) Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6) ,644-653

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Renaud-Dubé, A., Taylor, G.Lekes, N., Koestner, R. (2010) Adolescents’ motivation toward the environment: Age-related trends and correlates. Canadian Journal of Behavioral Science, 42(3) ,194-199

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Chen, K. C.Jang, S. J. (2010) Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26 ,741–752

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Bégin, C., Guay, F. (2010) Construction et validation de l’échelle de motivation à l’égard de l’orthographe (ÉMO). Mesure et évaluation en éducation, 33(1) ,63-77

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Farkas, M. S., Grolnick, W. S. (2010) Examining the components and concomitants of parental structure in the academic domain. Motivation and Emotion, 34 ,266–279

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Garn, A. C.Matthews, M. S.Jolly, J. L. (2010) Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54 ,263–272

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

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Katz, I.Kaplan, A.Gueta, G. (2010) Studentsâ€™ needs, teachersâ€™ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78 ,246–267

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Oliver, E. J., Markland, D. A.Hardy, J. (2010) Interpretation of self-talk and post-lecture affective states of higher education students: A self-determination theory perspective. British Journal of Educational Psychology, 80 ,307–323

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Patall, E. A.Cooper, H.Wynn, S. R. (2010) The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4) ,896-915

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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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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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Kenny, M. E.Walsh-Blair, L. Y.Blustein, D. L.Bempechat, 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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Wang, C. K. J., Liu, W. C.Chye, S. (2010) Achievement goals, implicit theories and behavioural regulation among polytechnic engineering students. The International Journal of Research and Review, 5 ,1-17

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Koh, C.Tan, H. S.Tan, K. C.Fang, 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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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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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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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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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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Pelletier, L. G.Sharp, E. C. (2009) Administrative pressures and teachers’ interpersonal behaviour in the classroom. Theory and Research in Education, 7 ,174-183

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

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Rigby, C. S., Przybylski, A. K. (2009) Virtual worlds and the learner hero: How today’s video games can inform tomorrow’s digital learning environments. Theory and Research in Education, 7 ,214-223

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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

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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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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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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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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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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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Roth, G., Assor, A., Niemiec, C. P., Ryan, R. M. (2009) The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45 ,1119–1142

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Arnone, M. P.Reynolds, R.Marshall, T. (2009) The effect of early adolescents’ psychological needs satisfaction upon their perceived competence in information skills and intrinsic motivation for research. School Libraries Worldwide, 15 ,115-134

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

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Zhou, M.Ma, W. J., Deci, E. L. (2009) The importance of autonomy for rural Chinese children’s motivation for learning. Learning and Individual Differences, 19 ,492-498

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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

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Miller, T. C., Stone, D. (2009) Public speaking apprehension (PSA), motivation, and affect among accounting majors: A proof-of-concept intervention. Issues in Accounting Education, 24 ,265-298

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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

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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

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Sørebø, Ø.Halvari, H.Gulli, V.Kristiansen, R. (2009) The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53 ,1177–1187

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Koh, C., Wang, C. K. J.Tan, O. S., Liu, W. C. (2009) Bridging the gaps between students’ perceptions of group project work and their teachers’ expectations. The Journal of Educational Research, 102(5) ,333-348

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Roth, G.Ron, T., Benita, M. (2009) Mothers’ parenting practices and adolescents’ learning from their mistakes in class: The mediating role of adolescent’s self-disclosure. Learning and Instruction, 19 ,506-512

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Sierens, E., Vansteenkiste, M.Goossens, L. (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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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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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.

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Liu, W. C., Wang, C. K. J.Tan, O. S.Koh, C. (2009) A self-determination approach to understanding students’ motivation in project work. Learning and Individual Differences, 19 ,139–145

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Guay, F., Ratelle, C. F.Chanal, J. (2008) Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49 ,233-240

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Tsai, Y.Kunter, M.Lüdtke, O.Trautwein, U. (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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Jang, H. (2008) Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100 ,798–811

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

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Wang, C. K. J., Liu, W. C. (2008) Teachers’ motivation to teach national education in Singapore: A self-determination theory approach. Asia Pacific Journal of Education, 28 ,395-410

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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

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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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Liu, W. C.Chye, S. (2008) The importance of perceived needs satisfaction: A look at polytechnic students' motivation. In P. A. Towndrow, C. Koh, & H. S. Tan (Eds.), The importance of perceived needs satisfaction: A look at polytechnic students’ motivation. , Motivation and practice for the classroom (pp. 255-269) Netherlands: Sense Publishers.

Vansteenkiste, M.Timmermans, T.Lens, W.Soenens, B. (2008) Does extrinsic goal framing enhance extrinsic goal oriented individualsâ€™ learning and performance? An experimental test of the match-perspective vs. self-determination theory. Journal of Educational Psychology, 100 ,387-397

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Guiffrida, D.Gouveia, A.Wall, A. (2008) Development and validation of the Need for Relatedness at College Questionnaire (NRC-Q). Journal of Diversity in Higher Education, 1 ,251-261

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Filak, V., Sheldon, K. M. (2008) Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: testing a sequential path model. London: Routledge Educational Psychology, 28 ,711-724

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Green-Demers, I., Legault, L.Pelletier, D., Pelletier, L. G. (2008) Factorial invariance of the Academic Amotivation Inventory across gender and grade in a sample of Canadian high school students. Educational and Psychological Measurement, 68(5) ,862-880

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Taylor, I., Ntoumanis, N., Standage, M. (2008) A self-determination theory approach to understanding antecedents of teachers’ motivational strategies in physical education. Journal of Sport and Exercise Psychology, 30 ,75-94

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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.

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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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Liu, W. C.Tan, O. S., Wang, C. K. J.Koh, C. (2007) In D. M. McInerney, S. Van Etten, & M. Dowson (Eds.), Motivation in the context of project work: The self-determination perspective. , Research on sociocultural influences on motivation and learning: Standards in education (pp. 189-213) Charlotte, NC: Information Age Publishing.

Roth, G., Assor, A., Kanat-Maymon, Y., Kaplan, H. (2007) Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99 ,761-774

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

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Ratelle, C. F., Guay, F., Vallerand, R. J.Larose, S. (2007) Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99 ,734-746

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

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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.

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Katz, I., Assor, A., Kanat-Maymon, Y.Bereby-Meyer, Y. (2006) Interest as a motivational resource: Feedback and gender matter, but interest makes the difference. Social Psychology of Education, 9 ,27-42

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Liu, W. C.Wong, A. F. L.Divaharan, S.Peer, J. (2006) Students’ intrinsic motivation in project-based learning using an asynchronous discussion platform. Educational Research Journal, 21(2) ,17-234

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Burton, K. D.Lydon, J. E.D'Alessandro, D. U., Koestner, R. (2006) The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91 ,750-762

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(2006) Effects of a five-day Outward Bound course on female students in Singapore. Australian Journal of Outdoor Education, 10(2) ,20-28

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Niemiec, C. P., Lynch, M. F., Vansteenkiste, M.Bernstein, J. (2006) The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29 ,761-775

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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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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., 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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Legault, L., Green-Demers, I., Pelletier, L. G. (2006) Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and social support. Journal of Educational Psychology, 98 ,567-582

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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. , Occupational therapy with children: Understanding children’s occupations and enabling participation (pp. 280-297) London, UK: Blackwell Scientific Publications.

Sarrazin, P. G.Tessier, D. P., Pelletier, L. G.Trouilloud, D. O. (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. (2006) Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106 ,225-236

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Vansteenkiste, M.Simons, J.Lens, W., Soenens, B. (2005) Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Development, 2 ,483-501

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Otis, N., Grouzet, F. M., Pelletier, L. G. (2005) Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97 ,170-183

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Miquelon, P., Vallerand, R. J., Grouzet, F. M. (2005) Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 37 ,913-924

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Vansteenkiste, M.Zhou, M.Lens, W., Soenens, B. (2005) Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?. Journal of Educational Psychology, 97 ,468-483

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Soenens, B., Vansteenkiste, M. (2005) Antecedents and outcomes of self-determination in three life domains: The role of parentsâ€™ and teachersâ€™ autonomy support. Journal of Youth and Adolescence, 34 ,589-604

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Assor, A., Kaplan, H., Kanat-Maymon, Y., Roth, G. (2005) Directly controlling teachers’ behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15 ,397-413

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Ratelle, C. F., Senecal, C., Vallerand, R. J.Provencher, P. (2005) The relationship between school-leisure conflict and poor educational and mental health indices: A motivational analysis. Journal of Applied Social Psychology, 35(9) ,1800-1823

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Joussemet, M., Koestner, R.Lekes, N.Landry, R. (2005) A longitudinal study of the relationship of maternal autonomy support to childrenâ€™s adjustment and achievement in school. Journal of Personality, 73 ,1215-1235

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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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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. (pp. 354-374) New York: Guilford Press.

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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.

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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.

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Vansteenkiste, M.Simons, J.Lens, W., Sheldon, K. M. (2004) Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology, 87 ,246-260

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Wallhead, T. L., Ntoumanis, N. (2004) Effects of a sport education intervention on students’ motivational responses in physical education. Journal of Teaching in Physical Education, 23 ,4-18

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Levesque, C. S.Zuehlke, N.Stanek, L., Ryan, R. M. (2004) Autonomy and competence in German and U.S. university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96 ,68-84

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Ratelle, C. F., Guay, F.Larose, S., Senecal, C. (2004) Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96 ,743-754

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Reeve, J., Jang, H.Carrell, D.Jeon, S. (2004) Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28 ,147-169

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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.

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Hassandra, M.Goudas, M.Chroni, S. (2003) Examining factors associated with intrinsic motivation in physical education: A qualitative approach. Psychology of Sport and Exercise, 4 ,211–223

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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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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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Noels, K., Pelletier, L. G.Clement, R., Vallerand, R. J. (2003) Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53(51) ,33-64

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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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Filak, V., Sheldon, K. M. (2003) Student psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23 ,235-247

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Furrer, C., Skinner, E. A. (2003) Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95 ,148-162

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Reeve, J. (2002) In E. L. Deci & R. M. Ryan (Eds.), Self-determination theory applied to educational settings. (pp. 183-203) Rochester, NY: University Of Rochester Press.

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Assor, A., Kaplan, H., Roth, G. (2002) Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours in predicting student’s engagement in school work. British Journal of Educational Psychology, 72 ,261-278

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

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Reeve, J., Jang, H.Harde, P.Omura, M. (2002) Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26 ,183-207

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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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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.

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Noels, K. A. (2001) Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51 ,107-144

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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.

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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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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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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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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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Patrick, B. C.Hisley, J.Kempler, T. (2000) What’s everybody so excited about? The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68 ,217-236

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Wong, M. M. (2000) The relations among causality orientations, academic experience, academic performance, and academic commitment. Personality and Social Psychology Bulletin, 36 ,315-326

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Black, A. E., Deci, E. L. (2000) The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6) ,740-756

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Ryan, R. M., Deci, E. L. (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25 ,54-67

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

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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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Reeve, J.Bolt, E.Cai, Y. (1999) Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91(3) ,537-548

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Sheldon, K. M.Biddle, B. J. (1998) Standards, accountability, and school reform: Perils and pitfalls. Columbia University: Teachers College Teachers College Record, 100 ,164-180

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Yamauchi, H.Tanaka, K. (1998) Relations of autonomy, self-referenced beliefs and self-regulated learning among Japanese children. Psychological Reports, 82(3) ,803-816

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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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Reeve, J. (1998) Autonomy support as an interpersonal motivating style: Is it teachable?. Contemporary Educational Psychology, 23 ,312-330

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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.

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Williams, G. C.Saizow, R.Ross, L., Deci, E. L. (1997) Motivation underlying career choice for internal medicine and surgery. Social Science and Medicine, 45 ,1705-1713

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Vallerand, R. J., Fortier, M. S., Guay, F. (1997) Self-determination and persistence in a real-life setting: Toward a motivational model of high-school drop out. Journal of Personality and Social Psychology, 72 ,1161-1176

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Miserandino, M. (1996) Children who do well in school: Individual differences in perceived competence and autonomy in above average children. Journal of Educational Psychology, 88(2) ,203-214

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Williams, G. C., Deci, E. L. (1996) Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70(4) ,767-779

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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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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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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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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

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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

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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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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

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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

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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

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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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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

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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

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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

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

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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.

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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

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

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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

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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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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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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

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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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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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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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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

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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

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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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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.

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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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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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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.

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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

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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

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

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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

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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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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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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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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

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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

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

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

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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

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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

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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

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