Education

The Theory

Basic SDT research topics

Alfayez, A. A.Noman, M.Alqahtani, A. S.Altuwaijri, A. I. (2024) Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective. Educational Studies, 50(4) ,448-466

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Shirvan, M. E., Alamer, A. (2024) Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement. Journal of Multilingual and Multicultural Development, 45(7) ,2831-2847

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Richards, D. K.Schwebel, F. J.Field, C. A.Pearson, M. R. (2024) 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, 56(2) ,177-186

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Behzadnia, B.Mollaei Zangi, F.Rezaei, F.Eskandarnejad, M. (2024) 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, 22(7) ,1588-1606

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Arvanitis, A.Barrable, A.Touloumakos, A. K. (2024) The relationship between autonomy support and structure in early childhood nature‐based settings: Practices and challenges. Learning Environments Research, 27 ,101–119,

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

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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

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Zeng, C.Fisher, L. (2024) 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, 7(2) ,283-307.

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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

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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)

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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)

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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

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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

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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, 40(4) ,e3379

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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

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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

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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

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Arvanitis, A. (2024) Expressing and developing wisdom: A self-determination theory approach. Motivation Science, 10(2) ,89–99

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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

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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

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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

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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

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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

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

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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

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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

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

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Chiu, T.Falloon, G.Song, Y.Wong, V. W. L. (2024) A self-determination theory approach to teacher digital competence development. Computers & Education, 214 ,105017

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Johansen, M. O.Eliassen, S., Jeno, L. M. (2024) Autonomy need satisfaction and frustration during a learning session affect perceived value, interest, and vitality among higher education students. Scandinavian Journal of Educational Research, Advance Online

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Kristensen, S. M., Jeno, L. M. (2024) The developmental trajectories of teacher autonomy support and adolescent mental well‐being and academic stress. Social Psychology of Education, Advance Online

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Sosin, A.Kramer, A. C.Neubauer, A. B. (2024) Week-to-week fluctuations in autonomous study motivation: Links to need fulfillment and affective well-being. Journal of Educational Psychology, 116(1) ,36-47

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Sharabi, Y., Roth, G. (2024) Emotion regulation styles and the tendency to learn from academic failures. British Journal of Educational Psychology, Advance online publication

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David, L., Weinstein, N. (2024) The how and how much of technology use in the classroom: A motivational approach to teachers’ technology use. European Journal of Education: Research, Development, and Policy, Advance online publication

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Wang, Y.Wang, H.Wang, S.Wind, S. A. (2024) A systematic review and meta-analysis of self-determination-theory-based interventions in the education context. Learning and Motivation, 87

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Reeve, J.Cheon, S. H. (2024) Learning how to become an autonomy-supportive teacher begins with perspective taking: A randomized control trial and model test. Teaching and Teacher Education, 148 ,104702

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Malboeuf-Hurtubise, C., Taylor, G.Lambert, D.Paradis, P-O. (2024) Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: Results from a randomized cluster trial. Scientific Reports, 14 ,15894

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Hutomo, B. A.Kurniawati, F. (2024) The importance of basic psychological needs satisfaction in higher education: A systematic literature review. G-Couns: Jurnal Bimbingan Dan Konseling, 9(1) ,233–246

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Desouky, S.Ibrahim, I.Aboalhasan, N. (2024) The effectiveness of a training program based on self-determination theory in developing achievement motivation among academically observed students in the college of education in Port Said فعانُة بسنامح تدزَبٍ قائم عهً نظسَة انتحدَد انراتٍ في تنمُة دافعُة الإنجاش ندي انطلاب المُلاحظين أكاديمُا بكهُة انتربُة ببىزسعُد. Faculty of Education Journal – Port Said University, 46

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King, R. B.Haw, J. Y.Wang, Y. (2024) Need-support facilitates well-being across cultural, economic, and political contexts: A self-determination theory perspective. Learning and Instruction, 93 ,101978

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Curren, R.Boniwell, I., Ryan, R. M.Oades, L. (2024) Finding consensus on well-being in education. Theory and Research in Education, 22(2) ,117-157

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Cullen, S.Oppenheimer, D. (2024) Choosing to learn: The importance of student autonomy in higher education. , Psychological Science , 10(29) doi: 10.1126/sciadv.ado6759

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van den Bogaard, D., Soenens, B.Brenning, K.Flamant, N. (2024) Can students learn to optimize their need‐based experiences and mental health during a stressful period? Testing a need‐crafting intervention in higher education. , Journal of Happiness Studies , 25(49) doi: 10.1007/s10902-024-00761-8

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Marcellis, M.Frerejean, J.Bredeweg, B.Brand-Gruwel, S. (2024) Motivating students in competency‑based education programmes: Designing blended learning environments. Learning Environments Research, Advance online publication

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Cheon, S. H., Reeve, J.Joo, W-Y.Song, Y. G. (2024) Two randomized controlled trials to help teachers develop physical education students’ course-specific grit-perseverance and mental toughness. , Journal of Sport and Exercise Psychology , 46(5) (pp. 266-282) doi: 10.1123/jsep.2024-0102

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Shen, H.Ye, X.Zhang, J.Huang, D. (2024) Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework. Learning and Motivation, 86 ,101968

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Lee, D. J., Patall, E. A. (2024) Brief research report: The relationship between college instructor affect and autonomy-supportive teaching. The Journal of Experimental Education, Advance online publication

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Alrabai, F., Alamer, A. (2024) The effects of teacher motivational practice on learner L2 achievement: A self-determination theory perspective using structural equation modeling. Language Teaching Research, Advance Online ,1-20

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Tu, W-M.Liu, Y.Diaz, S. R. (2024) Academic motivation and contextual influences in well-being for students with disabilities in higher education. Journal of American College Health, Advance online publication

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Orsini, C.Imafuku, R.Jennings, B., Neufeld, A. (2024) What influences clinical educators’ motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90. Medical Teacher, Advance online publication ,1-9

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Nair, R.Shmon, T., Neufeld, A.Malin, G. (2024) When medical students are autonomously motivated to mentor: A pilot study on confidence in clinical teaching and psychological well-being. Canadian Medical Education Journal, 15(4) ,56-62

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Zhu, Y.Dolmans, D., Kusurkar, R. A.Köhler, E. (2024) Promoting students’ autonomous motivation for the ongoing curriculum using a ‘Societal Impact Project’ with basic psychological needs characteristics. , Medical Teacher , Advance Online doi: 10.1080/0142159X.2024.2388804

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Van Doren, N.Compernolle, S.Bouten, A., Haerens, L. (2024) How is observed (de)motivating teaching associated with student motivation and device-based physical activity during physical education?. European Physical Education Review, Advance online publication

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Di Domenico, S. I., Ryan, R. M.Duineveld, J., Bradshaw, E. L. (2024) Exploring facets of student motivation using a Bass Ackward strategy and the conceptual lens of self-determination theory. Contemporary Educational Psychology, 79 ,102321

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Lavrijsen, J.Sypré, S., Soenens, B., Vansteenkiste, M. (2024) Fostering excellence: Nurturing motivation and performance among high- and average-ability students through need-supportive teaching. Journal of School Psychology, 105 ,101322

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Alamer, A.Al Khateeb, A. (2023) Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted LAnguAge LeArning, 36(1-2) ,149-175

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Chiu, T. (2023) Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments, 31(6) ,3326-3339

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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

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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

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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

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Leo, F., Behzadnia, B.Lopez-Gajardo, M. A.Batista, M. (2023) What kind of interpersonal need-supportive or need-thwarting teaching style is more associated with positive consequences in physical education?. Journal of Teaching in Physical Education, 42(3) ,461–470

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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

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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Chiu, T.Moorhouse, B. L.Chai, C. S.Ismailov, M. (2023) Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments, 32(7) ,3240–3256

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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

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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

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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

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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

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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. Edward Elgar Publishing Ltd. Research Handbook on the Transformation of Higher Education,

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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)

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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

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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

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

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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

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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

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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

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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

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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

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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

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Gurland, S. T., Grolnick, W. S. (2023) Relations among perceived threat, controlling parenting, and middle school children’s control beliefs. Journal of Child and Family Studies, 33 ,1-15

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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, 39 ,1441-1463

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Burgueño, R.Abós, Á.Sevil-Serrano, J., Haerens, L. (2023) A circumplex approach to (de)motivating styles in physical education: Situations-In-School–Physical Education Questionnaire in spanish students, pre-service, and in-service teachers. Measurement in Physical Education and Exercise Science, 28(1) ,86-108

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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

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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

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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 The Oxford handbook of self-determination theory, ,591-618

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Flunger, B., Chanal, J. (2023) In G. Hagenauer, R. Lazarides, & H. Järvenoja (Eds.), Explaining the context-specificity of student motivation: A self-determination perspective. Routledge Motivation and emotion in learning and teaching across educational contexts: Theoretical and methodological perspectives and empirical insights, ,(pp.54-68)

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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

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

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Noetel, M.Parker, P.Dicke, T.Beauchamp, M. R. (2023) Prediction Versus Explanation in Educational Psychology: a Cross‐Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education. Educational Psychology Review, 35 ,73

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Janke, S.Alsmeyer, M.Neißner, M.Rudert, S. (2022) University in the rear-view mirror: Psychological needs in pleasant and unpleasant memories of alumni. Studies in Higher Education, 47(7) ,1464-1476

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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

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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

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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

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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

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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

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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

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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

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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

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

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

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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

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

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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

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

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Comanaru, R., Noels, K.A. (2009) Self-determination, motivation, and the learning of Chinese as a heritage language. Canadian Modern Language Review, 66 ,131-158

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

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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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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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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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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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Katz, I., Assor, A., Kanat-Maymon, Y. (2008) A projective assessment of autonomous motivation in children: Correlational and experimental evidence. Motivation and Emotion, 32 ,109-119

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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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Katz, I., Assor, A. (2007) When choice motivates and when it does not. Educational Psychology Review, 19 ,429-442

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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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Sinelnikov, O. A.Hastie, P. A.Prusak, K. A. (2007) Situational Motivation During Seasons of Sport Education. ICHPER-SD Research Journal, 2 ,43-47

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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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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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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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Kasser, T.Ahuvia, A. C. (2002) Materialistic values and well-being in business students. European Journal of Social Psychology, 32 ,137-146

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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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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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Kaplan, H.Danino, M. (2002) Diversity as a challenge and an opportunity for growth in school: Developing a caring community for students with learning disabilities. Hayeoz Hachinchi, 11 ,64-87

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

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Noels, K. A. (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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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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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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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., Pelletier, L. G.Clément, R., Vallerand, R. J. (2000) Why are you learning a second language? Orientations and Self-Determination Theory. Language Learning, 50 ,57-85

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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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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., 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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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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Chirkov, V. I., Deci, E. L. (1999) Svyazi mezhdu zdorov’em ctudentov i ih zhiznennumi stremleniyami, vospriyatiem roditelei i uchiteleii [Relations among students’ health, life aspirations and perception of parents and teachers]. Voprosy Psikhologii, 3 ,48-57

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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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Deci, E. L. (1998) The relation of interest to motivation and human needs: The self-determination theory viewpoint. In L. Hoffmann, A. Krapp, K. A. Renninger, & J. Baumert (Eds.), Interest and learning. (pp. 146-162) Kiel, Germany: Institute for Science Education.

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

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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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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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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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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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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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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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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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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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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(2) ,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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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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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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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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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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Deci, E. L., Ryan, R. M. (1993) Die Selbstbestimmungstheorie Der Motivation Und Ihre Bedeutung Für Die Pädagogik. Zeitschrift Für Pädagogik, 39 ,223-238

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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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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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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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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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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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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

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

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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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Deci, E. L., Vallerand, R. J., Pelletier, L. G., Ryan, R. M. (1991) Motivation and education: The self-determination perspective. The Educational Psychologist, 26(3-4) ,325-346

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

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

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

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

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Deci, E. L., 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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Blanchard, C. M., Pelletier, L. G.Otis, N.Sharp, E. Role de l’autodetermination et des aptitudes scolaires dans la prediction des absences scolaires et l’intention de decrocher. Revue des sciences de l’éducation, 30 ,105-123

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