Education

Chiu, T. (2024) Using self-determination theory (SDT) to explain student STEM interest and identity development. Instructional Science, 52 ,89-107

Jang, H-R.Basarkod, G., Reeve, J.Marsh, H. (2024) Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives. Journal of Educational Psychology, 116(1) ,20-35

Boncquet, M.Flamant, N.Lavrijsen, J., Vansteenkiste, M. (2024) The unique importance of motivation and mindsets for students’ learning behavior and achievement: An examination at the level of between-student differences and within-student fluctuations. Journal of Educational Psychology, 116(3) ,448–465

Codina, N.Castillo, I.Pestana, J. V.Valenzuela, R. (2024) Time perspectives and procrastination in university students: Exploring the moderating role of basic psychological need satisfaction. BMC Psychology, 12(5)

Evans, P., Vansteenkiste, M.Parker, P.Kingsford-Smith, A. (2024) Cognitive load theory and its relationships with motivation: A self‐determination theory perspective. Educational Psychology Review, 36(7)

Vermote, B., Vansteenkiste, M., Soenens, B.Beyers, W. (2024) Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach. Studies in Higher Education, Advance online publication

Howard, J. L., Slemp, G.Wang, X. (2024) Need support and need thwarting: A meta-analysis of autonomy, competence, and relatedness supportive and thwarting behaviors in student populations. Personality and Social Psychology Bulletin, Advance online publication

Huyghebaert‐Zouaghi, T., Ntoumanis, N.Thomas, J.Badré, S. (2024) Rethinking students’ psychological need states: The unique role of need unfulfilment to understanding ill‐being in academic settings. Stress and Health, Advance online publication

Vedder-Weiss, D., Roth, G.Mishaeli, Y. (2024) Supporting teacher reflection and motivation through psychological needs satisfaction in collaborative reflection-based PD. The Journal of Experimental Education, Advance online publication

Urban, M.Pesout, O.Urban, K. (2024) Investigating the relationship between need satisfaction and creative performance: Intrinsically motivated students value creativity. Psychology of Aesthetics Creativity and the Arts, Advance online publication

Siacor, K. H.Ng, B., Liu, W. C. (2024) Fostering student motivation and engagement through teacher autonomy support: A self-determination theory perspective. International Journal of Instruction, 17(2) ,583-598

Arvanitis, A. (2024) Expressing and developing wisdom: A self-determination theory approach. Motivation Science, Advance online publication

Tulinao, J. C. S.Bailey, M. (2024) Integrating Systems Thinking and Project Based Learning in Supporting Basic Psychological Needs: A Proposed Model for Filipino STEM Students. Cognizance Journal of Multidisciplinary Studies, 4(2) ,291-313

King, T.Smits, A.Jaarsma, D.Voogt, J. (2024) What need-supportive and need-thwarting teaching behaviors do university teachers use in their honors classes? An observational study. International Journal of Educational Research, 6 ,100331

Huber, S. E.Kiili, K.Nebel, S., Ryan, R. M. (2024) Leveraging the potential of large language models in education by playful and game-based learning. Educational Psychology Review, 36 ,25

De Jonge, S.Opdecam, E., Haerens, L. (2024) Test anxiety fluctuations during low-stakes secondary school assessments: The role of the needs for autonomy and competence over and above the number of tests. Contemporary Educational Psychology, 77 ,102273

Langdon, J. L.Brady, A.Botnaru, D. (2024) Need satisfaction, motivation, and learning strategies in undergraduate kinesiology students. International Journal of Kinesiology in Higher Education, Advance online publication

Grassinger, R.Landberg, M.Määttä, S.Vasalampi, K. (2024) Interplay of intrinsic motivation and well‐being at school. Motivation and Emotion, 48 ,147-154

Shin, M.Adame, E. A. (2024) Helicopter parenting and first-semester students’ adjustment to college: A self-determination theory perspective. Journal of Social and Personal Relationships, 41(2) ,372-389

Cheon, S. H., Reeve, J.Jang, H-R.Pink, M. A. (2024) Autonomy-supportive teaching leads to autonomy-supportive parenting: A teacher-to-parent relationship spillover effect. Teaching and Teacher Education, 144 ,104548

Patall, E. A. (2024) Agentic engagement: Transcending passive motivation. Motivation Science, Advance online publication

Sutter, C. C.Haugen, J. S.Campbell, L. O.Jones, J. L. T. (2023) Teachers’ motivation to participate in anti-bullying training and their intention to intervene in school bullying: A Self-Determination Theory perspective. , International Journal of Bullying Prevention , 5 (pp. 1-12) doi: 10.1007/s42380-021-00108-4

Jeno, L. M.Nylehn, J.Hole, T. N.Raaheim, A. (2023) Motivational determinants of students’ academic functioning: The role of autonomy-support, autonomous motivation, and perceived competence. Scandinavian Journal of Educational Research, 67(2) ,194-211

Vermote, B., Vansteenkiste, M.Aelterman, N., Van der Kaap-Deeder, J. (2023) Teachers’ psychological needs link social pressure with personal adjustment and motivating teaching style. The Journal of Experimental Education, 91(4) ,696-717

Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J. (2023) A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology, 115(8) ,1158–1176

Alamer, A.Alrabai, F. (2023) The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1) ,148-168

Alamer, A.Al Khateeb, A., Jeno, L. M. (2023) Using WhatsApp increases language students’ self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning, 39(2) ,417-431

Paulmann, S., Weinstein, N. (2023) Teachers’ motivational prosody: A pre-registered experimental test of children’s reactions to tone of voice used by teachers. British Journal of Educational Psychology, 93(2) ,437-452

Champ, R. E.Adamou, M.Tolchard, B. (2023) Seeking connection, autonomy and emotional feedback: A Self-Determination Theory of self-regulation in attention deficit hyperactivity disorder. Physiological Reviews, 130(3) ,569-603

Kleinkorres, R.Stang-Rabrig, J.McElvany, N. (2023) The longitudinal development of students’ well-being in adolescence: The role of perceived teacher autonomy support. Journal of Research on Adolescence, 33(2) ,496-513

Cheon, S. H., Reeve, J.Marsh, H. W.Jang, H-R (2023) Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders. , American Psychologist , 78(7) (pp. 856-872) doi: 10.1037/amp0001130

Lavrijsen, J., Soenens, B., Vansteenkiste, M.Verschueren, K. (2023) When insecure self-worth drains students’ energy: Academic contingent self-esteem and parents’ and teachers’ perceived conditional regard as predictors of school burnout. Journal of Youth and Adolescence, 58 ,810-825

Serrano, J. W.Abu-Ramadan, T. M.Vasko, J. M.Leopold, D. R. (2023) ADHD and psychological need fulfillment in college students. Journal of Attention Disorders, 27(8) ,912-924

Hughes, D. J.Adie, J. W.Kratsiotis, I. K.Bartholomew, K. J. (2023) Dark personality traits and psychological need frustration explain future levels of student satisfaction, engagement, and performance. Learning and Individual Differences, 103 ,102273

Richards, D. K.Schwebel, F. J.Field, C. A.Pearson, M. R. (2023) The associations of basic psychological need satisfaction and need frustration with cannabis-related outcomes in a multi-site sample of college students. Journal of Psychoactive Drugs, Advance Online

Gavarkovs, A. G., Kusurkar, R. A.Brydges, R. (2023) The purpose, adaptability, confidence, and engrossment model: A novel approach for supporting professional trainees’ motivation, engagement, and academic achievement. Frontiers in Education, 8 ,1036539

Oosterbaan-Lodder, S. C. M.Kortekaas, L. S.Scheele, F., Kusurkar, R. A. (2023) What keeps the flame burning? A qualitative study on tutor motivation to guide students in interprofessional education. Journal of Interprofessional Education & Practice, 32 ,100652

Spinks, M., Metzler, M., Kluge, S., Langdon, J. L.Gurvitch, R., Smitherman, M., Esmat, T., Bhattacharya, S., Carruth, L., Crowther, K., Denton, R., Edwards, O. V., Shrikhande, M., Strong-Green, A.esma (2023) “This Wasn’t Pedagogy, It Was Panicgogy”: Perspectives of the Challenges Faced by Students and Instructors during the Emergency Transition to Remote Learning Due to COVID-19. College Teaching, 71(4) ,227-243

Behzadnia, B.Mollaei Zangi, F.Rezaei, F.Eskandarnejad, M. (2023) Predicting students’ basic psychological needs, motivation, and well-being in online physical education: A semester-term longitudinal study. International Journal of Sport and Exercise Psychology, Advance online publication

Arvanitis, A.Barrable, A.Touloumakos, A. K. (2023) The relationship between autonomy support and structure in early childhood nature‐based settings: Practices and challenges. Learning Environments Research,

Johansen, M. O.Eliassen, S., Jeno, L. M. (2023) The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning. Frontiers in Education, 8 ,1153647

Monacis, D.Sulla, F.Peconio, G.Limone, P. (2023) Measuring autonomy support in special needs teachers from a self-determination theory perspective: Validation of the Italian version of the Learning Climate Questionnaire. Frontiers, 14

Cheon, S. H., Reeve, J.Marsh, H. W. (2023) Autonomy-supportive teaching enhances prosocial and reduces antisocial behavior via classroom climate and psychological needs: A multilevel randomized control intervention. Journal of Sport and Exercise Psychology, 45(1) ,26-40

Cho, H. J., Levesque, C. S.Yough, M. (2023) How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective. Learning Environments Research, 26 ,51-76

Oga-Baldwin, W. L. Q., Parrish, A., Noels, K.A. (2023) Taking root: Self-determination in language education. Journal for the Psychology of Language Learning, 4(1) ,e41111

Chiu, T.Ismailov, M.Zhou, X-Y.Xia, Q. (2023) Using self-determination theory to explain how community-based learning fosters student interest and identity in integrated STEM education. International Journal of Science and Mathematics Education, 21 ,109 -130

Stoa, R., Chu, T. L. (2023) An argument for implementing and testing novelty in the classroom. Scholarship of Teaching and Learning in Psychology, 9(1) ,88-95

Escandell, S., Chu, T. L. (2023) Implementing Relatedness-Supportive Teaching Strategies to Promote Learning in the College Classroom. Teaching of Psychology, 50(4) ,441-447

Kusurkar, R. A., Orsini, C.Somra, S.Artino, A. R. (2023) The effect of assessments on student motivation for learning and its outcomes in health professions education: A review and realist synthesis. Academic Medicine, 98(9) ,1083-1092

Wilkesmann, U. (2023) In Liudvika Leisyte, Jay Dee & Barend van der Meule, The organizational transformation of universities: Using motivation theories to explain the micro–macro link. , Research Handbook on the Transformation of Higher Education Edward Elgar Publishing Ltd..

Audet, E.Dubois, P.Levine, S., Koestner, R. (2023) Autonomy support for the academic goal pursuit and subjective well-being of students with disabilities. Gogent Mental Health, 2(1)

Johansen, M.Eliassen, S., Jeno, L. M. (2023) “Why is this relevant for me?”: Increasing content relevance enhances student motivation and vitality. Frontiers in Psychology, 14

Bureau, J. S., Guay, F.Plamondon, A., Ratelle, C. F. (2023) Empirical testing of an alternative modeling of the self-determination continuum. Motivation and Emotion, 47 ,46–60

Collie, R. (2023) Teachers’ work motivation: Examining perceived leadership practices and salient outcomes. Teaching and Teacher Education, 135 ,104348

Printer, L. (2023) Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom.. Language Teaching Research, Advance Online ,1-29

Tanaka, Y.Kutsuki, A. (2023) Motivational patterns of emergent and fully bilingual children learning English and Japanese at an international school. International Journal of Bilingualism, 27(5) ,618–633

Zeng, C.Fisher, L. (2023) Opening the “Black Box”: How out-of-class use of Duolingo impacts Chinese junior high school students’ intrinsic motivation for English. ECNU Review of Education, Advance Online

Alamer, A.Morin, A. J. S.Alrabai, F.Alharfi, A. (2023) Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement. Acta Psychologica, 240 ,104021

Patall, E. A.Yates, N.Lee, J.Chen, M. (2023) A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement. Educational Psychologist, 59(1) ,42-70

Langdon, J. L.Van Arkel, J.Greene, K. (2023) Exploring virtual coach education in USA Lacrosse. International Journal of Sport Coaching, 10(3) ,399-409

Cohen, R.Alterman, N., Vansteenkiste, M. (2023) Understanding shifts in students’ academic motivation across a school year: The role of teachers’ motivating styles and need‐based experiences. European Journal of Psychology of Education, 38 ,963-988

David, L., Weinstein, N. (2023) Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement. European Journal of Psychology of Education, Advance Online

Alivernini, F.Manganelli, S.Lucidi, F.Cavicchiolo, E. (2023) Understanding and supporting the motivation of students from low-income families. Contemporary Educational Psychology, 73 ,102177

Collie, R. J. (2023) Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3) ,712-726

Ryan, R. M., Reeve, J., Matos, L.Cheon, S. H. (2023) In R. M. Ryan (Ed.), Education as flourishing: Self-determination theory in schools as they are and as they might be. Oxford University Press ,591-618

Flunger, B., Chanal, J. (2023) In G. Hagenauer, R. Lazarides, & H. Järvenoja, Explaining the context-specificity of student motivation: A self-determination perspective. Routledge

Paumier, D., Chanal, J. (2023) The differentiated mediation effect of academic autonomous and controlled motivation in the relation between self-concept and achievement. Learning and Motivation, 83 ,101918

Alamer, A.Alrabai, F. (2023) The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1) ,148-168

Metzler, M.Esmat, T. A., Langdon, J. L.Edwards, O. V. (2022) The impact of transitioning to emergency remote instruction on perceptions of preparation, institutional support and teaching effectiveness. College Teaching, 70(3) ,368-379

Flunger, B.Hollmann, L.Hornstra, L.Murayama, K. (2022) It’s more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language. Learning and Instruction, 77 ,101500

Benita, M., Matos, L.Cerna, Y. (2022) The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students. Learning and Instruction, 80 ,101558

Reeve, J.Jang, H-R.Shin, S. H.Ahn, J. S. (2022) When students show some initiative: Two experiments on the benefits of greater agentic engagement. , Learning and Instruction , 80 (pp. 101564) doi: 10.1016/j.learninstruc.2021.101564

Patall, E. A.Zambrano, J.Kennedy, A. A. U.Yates, N. (2022) Promoting an agentic orientation: An intervention in university psychology and physical science courses. , Journal of Educational Psychology , 114(2) (pp. 368–392) doi: 10.1037/edu0000614.supp

Evans, P., Ryan, R. M. (2022) In G. McPherson, Intrinsic and extrinsic motivations for music performance. , The Oxford Handbook of Music Performance , 1 (pp. 576-603) Oxford University Press. doi: 10.1093/oxfordhb/9780190056285.013.24

Behzadnia, B.Rezaei, F.Salehi, M. (2022) A need-supportive teaching approach among students with intellectual disability in physical education. Psychology of Sport & Exercise, 60 ,102156

Behzadnia, B.Alizadeh, E., Haerens, L.Aghdasi, M. T. (2022) Changes in students’ goal pursuits and motivational regulations toward healthy behaviors during the pandemic: A Self-Determination Theory perspective. Psychology of Sport & Exercise, 59 ,102131

Weng, X., Chiu, T.Jong, M. S. Y. (2022) Applying relatedness to explain learning outcomes of STEM maker activities. Frontiers in Psychology, 12 ,800569

Chiu, T. (2022) School learning support for teacher technology integration from a Self-Determination Theory perspective. Educational Technology Research and Development, 70 ,931–949

Ismailov, M., Chiu, T. (2022) Catering to inclusion and diversity with Universal Design for Learning (UDL) in asynchronous online education: A Self-determination Theory perspective. Frontiers in Psychology, 13 ,819884

Curren, R.Barber, Z., Ryan, R. M. (2022) Moral character education after COVID-19: An interview. Philosophical Inquiry in Education, 29(1)

Bureau, J. S., Howard, J. L.Chong, J. X. Y., Guay, F. (2022) Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1) ,46-72

Shirvan, M. E., Alamer, A. (2022) Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement. Journal of Multilingual and Multicultural Development, Advance Online

Neufeld, A. (2022) A commentary on “Medical student wellness in Canada: time for a national curriculum framework”. Canadian Medical Education Journal,

Reeve, J., Ryan, R. M.Cheon, S. H., Matos, L. (2022) Supporting Students’ Motivation: Strategies for Success. Supporting Students' Motivation: Strategies for Success,

Chiu, T.Sun, J. C-Y.Ismailov, M. (2022) Investigating the relationship of technology learning support to digital literacy from the perspective of Self-Determination Theory. Educational Psychology, 42(10) ,1263-1282

Iraola-Real, I., Matos, L.Gargurevich, R. (2022) The type of motivation does matter for university preparation. Estudos de Psicologia (Campinas) / Developmental Psychological, 39 ,e190177

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

Merchán Tamayo, J. P.Rocchi, M.Lennox Terrion, J.Beaudry, S. (2022) First impressions matter! An experiment comparing autonomous and controlling language in course syllabi. International Journal for the Scholarship of Teaching and Learning, 16(2) ,Article 7

Mynard, J.Shelton-Strong, S. J. (2022) Self-Determination Theory: A proposed framework for self-access language learning. Journal for the Psychology of Language Learning, 4(1) ,e414522

Meristo, M. (2022) University students’ motivation to study the French language: A time trend study. Journal for the Psychology of Language Learning, 4(1) ,e19222

Alamer, A. (2022) Basic psychological need satisfaction and continued language learning during a pandemic: A structural equation modelling approach. Journal for the Psychology of Language Learning, 4(1) ,e14322

Alamer, A. (2022) Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit. System, 108 ,102850

Collie, R. J. (2022) Perceived social-emotional competence: A multidimensional examination and links with social-emotional motivation and behaviors. Learning and Instruction, 82 ,101656

Davis, W. S. (2022) Autonomy, competence, relatedness, and beneficence: Exploring the interdependence of basic needs satisfaction in postsecondary world language education. Journal for the Psychology of Language Learning, 4(1) ,e15422

Moe, A., Katz, I. (2022) Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm. Learning and Individual Differences, 99 ,102203

Chu, T. L.Zhang, T. (2022) Motivational processes in college freshmen’s exercise participation: A goal content theory perspective. Journal of American College Health, 70(6) ,1794-1802

Jeno, L. M.Egelandsdal, K.Grytnes, J-A. (2022) A qualitative investigation of psychological need-satisfying experiences of a mobile learning application: a Self-Determination Theory approach. Computers and Education Open, 3 ,100108

Shelton-Strong, S. J. (2022) Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support. Psychology of Language and Communication, 26(1) ,415-499

Shelton-Strong, S. J. (2022) Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26(5) ,963-985

Mynard, J.Shelton-Strong, S. (2022) Autonomy support beyond the language learning classroom: A self-determination theory perspective. Bristol, UK: Multilingual Matters

Xia, Q., Chiu, T.Lee, M.Temitayo, I. (2022) A self-determination theory (SDT) design approach for inclusive and diverse artificial intelligence (AI) education. Computers & Education, 189 ,104582

Teuber, Z.Tang, X.Sielemann, L.Otterpohl, N. (2022) Autonomy-related parenting profiles and their effects on adolescents’ academic and psychological development: A longitudinal person-oriented analysis. Journal of Youth and Adolescence, 51 ,1333-1353

Opdenakker, M-C. (2022) Developments in early adolescents’ self-regulation: The importance of teachers’ supportive vs. undermining behavior. Frontiers in Psychology, 13 ,1021904

Katz, I.Alesi, M.Moe, A. (2022) Homework stress and learning disability: The role of parental shame, guilt, and need frustration. Learning Disabilities Research & Practice, 37(4) ,231-241

Bureau, J. A.Gareau, A., Guay, F., Mageau, G. A. (2022) Investigating how autonomy-supportive teaching moderates the relation between student honesty and premeditated cheating. British Journal of Educational Psychology, 92 ,175-193

Parrish, A.Vernon, J. (2022) Measuring Motivation in English schools: The Appeal of Self-Determination Theory. Journal for the Psychology of Language Learning, 4(1) ,e414922

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

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

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

Chen, L. (2022) Exploring the motivation of the older Chinese people learning English in China: A case study in a senior college in Guangdong. Educational Gerontology, 48(2) ,74–102

Jeon, J. (2022) Exploring a self-directed interactive app for informal EFL learning: A self-determination theory perspective. Education and Information Technologies, 27(4) ,5767–5787

Leeming, P.Harris, J. (2022) Measuring foreign language students’ self‐determination: A Rasch validation study. Language Learning, 72(3) ,646–694

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

Hair, J., Alamer, A. (2022) Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3) ,100027

Alamer, A. (2022) Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44(1) ,164-184

Alamer, A.Marsh, H. (2022) Exploratory structural equation modeling in second language research: An applied example using the dualistic model of passion. Studies in Second Language Acquisition, 44(5) ,1477-1500

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

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

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

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

Alamer, A.Al Khateeb, A. (2021) Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted LAnguAge LeArning,

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

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

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

Printer, L. (2021) Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): A self-determination theory perspective. The Language Learning Journal, 49(3) ,288-301

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

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

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

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

Jeno, L. M.Diseth, A.Grytnes, J-A. (2021) Testing the METUX Model in Higher Education: Interface and Task Need–Satisfaction Predict Engagement, Learning, and Well-Being. Frontiers in Psychology, 12 ,631564

Meristo, M. (2021) Emotional turmoil or peaceful agreements? A phenomenological study on coping with reforms in higher education institution. , The Qualitative Report , 26(6) (pp. 1846-1863) doi: 10.46743/2160-3715/2021.4677

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

Chiu, T. (2021) Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124 ,106909

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

Burel, N.Tessier, D., Langdon, J. L. (2021) 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, 36 ,1221-1241

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

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

Isik, U.Wouters, A.Verdonk, P.Croiset, G. (2021) “As an ethnic minority, you just have to work twice as hard.” Experiences and motivation of ethnic minority students in medical education. Perspectives on Medical Education, 10(5) ,272-278

Banerjee, R.Halder, S. (2021) Effect of teacher and parent autonomy support on academic motivation: A central focus of self-determination theory. World Futures, 77(6) ,452-480

Alamer, A. (2021) Construct validation of Self-Determination Theory in second language scale: The bifactor exploratory structural equation modeling approach. Frontiers in Psychology, 12 ,732016

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Krapp, A., Ryan, R. M. (2002) Selbstwirksamkeit und lernmotivation. Eine kritische betrachtung der theorie von Bandura aus der sicht der selbstbestimmungstheorie und der pädagogisch-psychologischen interessentheorie. In M. Jerusalem & D. Hopf (Eds.), Lernwirksame schulen. (pp. 54-82) Weinheim: Beltz (Beiheft Zur Zeitschrift Für Pädagogik).

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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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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

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

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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

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

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

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

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

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

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

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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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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

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

Levesque, C. S., Pelletier, L. G., Vallerand, R. J. (1992) Type de programme universitaire et sexe de l’etudiant: Effets sur la perception du climat et sur la motivation. Revue des Sciences de l'Education, 18(3) ,375-388

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

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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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

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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