Education

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Kusurkar, R. A. (2019) What Will Happen after Withdrawal of the Candy from the Lecture?. Education For Health,

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

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

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

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

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

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

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

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

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

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

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

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

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

Tan, F.Whipp, P., Gagné, M.Van Quaquebeke, N. (2018) Expert teacher’s use of respectful inquiry and feedback to enhance learning. Social Psychology of Education, 22 ,169-187

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

Kusurkar, R. A. (2018) Autonomous motivation in medical education. Medical Teacher,

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Oga-BaldwinW. L. Q., Nakata, Ryan, R. M. (2017) Motivating young learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49 ,140-150

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

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

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

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

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

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

Litalien, DavidMorin, A. J. S., Gagné, M., Vallerand, R. J. (2017) Evidence of a continuum structure of academic self-determination: a two-study test using a bifactor-ESEM representation of academic motivation. Contemporary Educational Psychology, 51 ,67-82

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

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

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.,

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

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

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.

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. , Building autonomous learners: Research and practical perspectives using self-determination theory (pp. 9-29) Singapore: Springer.

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

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

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

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

Wang, C. K.Ng, B. L. L.Liu, W. C., Ryan, R. M. (2016) In 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.

Liu, W. C., Wang, C. K., Ryan, R. M. (2016) In W. C. Liu, J. C. K., & R. M. (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.

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

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

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.

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

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

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.

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

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

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

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

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

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

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

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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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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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

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

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

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.

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

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

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

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.

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

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

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

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

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

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

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

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

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 ,740-756

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

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.

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

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

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

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

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

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.

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

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

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 ,203-214

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 ,767-779

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Grolnick, W. S., Ryan, R. M., Deci, E. L. (1991) The inner resources for school performance: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 53 ,508-517

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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