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Behzadnia, B. (2020) The relations between students’ causality orientations and teachers’ interpersonal behaviors with students’ basic need satisfaction and frustration, intention to physical activity, and well-being. Physical Education and Sport Pedagogy, ,1-20
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Gucciardi, D. F.Weixian, J. C.Gibson, W., Ntoumanis, N. (2020) Motivational climate in the classroom: Factorial and convergent validity evidence of the need-supportive behaviors scale with health science students. European Journal of Psychological Assessment, 36(2) ,324-335
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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
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Katz, I.Lemish, D.Cohen, R.Arden, A. (2019) When parents are inconsistent: Parenting style and adolescents’ involvement in cyberbullying. Journal of Adolescence, 74 ,1-12
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Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B. (2019) Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach. Journal of Educational Psychology, 111(3) ,497-521
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Salikhova, N. R., Lynch, M. F.Salikhova, A. B. (2019) The associations between tolerance for ambiguity and internal and external motivation in the scholarly activities of doctoral students. Education and Self-Development,, 14 ,39-51
Gillet, N.Morin, A.J.SHuyghebaert, T.Burger, L. (2019) University students’ need satisfaction trajectories: A growth mixture analysis. Learning and Instruction, 60 ,275-285
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Litalian, D., Gillet, N., Gagné, M., Ratelle, C. F. (2019) Self-determined motivation profiles among undergraduate students: A robust test of profile similarity as a function of gender and age. Learning and Individual Differences, 70 ,39-52
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Patall, E. A.Pituch, K. A.Steingut, R. R.Vasquez, A. C. (2019) Agency and high school science students’ motivation, engagement, and classroom support experiences. Journal of Applied Development Psychology, 62 ,77-92
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Zhoc, K. C. H.King, R. B., Law, W.McInerney, D. M. (2019) Intrinsic and extrinsic future goals: Their differential effects on students’ self-control and distal learning outcomes. Psychology in the Schools, 56 ,1596–1613
Yasue, M., Jeno, L. M., Langdon, J. L. (2019) Are autonomously motivated university instructors more autonomy-supportive teachers?. International Journal for the Scholarship of Teaching and Learning, 13
Jungert, T.Östergren, R., Houlfort, N., Koestner, R. (2019) The impact of support on growth in teacher-efficacy: a cross-cultural study. International Journal of Educational Management, 33(4) ,753-767
Abós, Á.Sevil-Serrano, J., Haerens, L.Aelterman, N. (2019) Towards a more refined understanding of the interplay between burnout and engagement among secondary school teachers: A person-centered perspective. Learning and Individual Differences, 72 ,69-79
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Kusurkar, R. A. (2019) Enhancing autonomous motivation of students should be an integral part of the educational philosophy of a medical school. Medical Teacher, 41(8) ,969
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Orsini, C.Binnie, V.Jerez, O. (2019) Motivation as a Predictor of Dental Students’ Behavioral and Affective Outcomes: Does the Quality of Motivation Matter?. Journal of Dental Education, 83(5) ,521-529
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Visser, C.L.F., Kusurkar, R. A.Croiset, G.ten Cate, O. (2019) Students’ motivation for interprofessional collaboration after their experience on an IPE ward: A qualitative analysis framed by self- determination theory. Medical Teacher, 41(1) ,44-52
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Aelterman, N., Vansteenkiste, M., Haerens, L. (2019) Correlates of students’ internalization and defiance of classroom rules: A self-determination theory perspective. British Journal of Educational Psychology, 89 ,22-40
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Krijgsman, C.Mainhard, T.van Tartwijk, J.Borghouts, L. (2019) Where to go and how to get there: Goal clarification, process feedback and students’ need satisfaction and frustration from lesson to lesson. Learning and Instruction, 61 ,1-11
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Noels, K.A.Vargas Lascano, D.I.Saumure, K. (2019) The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, ,1-31
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Chatzisarantis, N. L.Ada, E. N.Ahmadi, M.Caltabiano, N. (2019) Differential effects of perceptions of equal, favourable and unfavourable autonomy support on educational and well-being outcomes. Contemporary Educational Psychology, 58 ,33-43
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Vansteenkiste, M.Aelterman, N., Haerens, L., Soenens, B. (2019) Seeking Stability In Stormy Educational Times: A Need-Based Perspective On (De)Motivating Teaching Grounded In Self-Determination Theory. Motivation in Education at a Time of Global Change, 20 ,53-80
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Kantas, O.Kart, M. E.Güldü, Ö. (2018) Career Locus and Career Adaptabilities: A Self-determination Perspective for Turkish University Students’ Case. Journal of Social Security, 8(1) ,215-234
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Orsini, C.Binnie V. I.Tricio, J. A. (2018) Motivational profiles and their relationships with basic psychological needs, academic performance, study strategies, self-esteem, and vitality in dental students in Chile. Journal of Educational Evaluation for Health Professions, 15(11)
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Bartholomew, K. J., Ntoumanis, N.Mouratidis, A.Katartzi, E. (2018) Beware of your teaching style: A school-year long investigation of controlling teaching and student motivational experiences. Learning and Instruction, 53 ,50-63
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Behzadnia, B., Adachi, P. J. C., Deci, E. L.Mohammadzadeh, H. (2018) Associations between students’ perceptions of physical education teachers’ interpersonal styles and students’ wellness, knowledge, performance, and intentions to persist at physical activity: A self-determination theory approach. Psychology of Sport and Exercise, 39 ,10-19
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Langdon, J. L.Sturges, D. (2018) Flipping the classroom: Effects on course experience, academic motivation, and performance in an undergraduate exercise science research methods course. Journal of the Scholarship of Teaching and Learning, 18 ,13-27
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van den Burgt, S.M.E., Kusurkar, R. A.Wilschut, J.A.Tjin A Tsoi, S.L.N.M. (2018) Motivational Profiles and Motivation for Lifelong Learning of Medical Specialists. Journal of Continuing Education for Health Professionals, 38(3) ,171-178
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Visser, C.L.F.Wilschut, J.A.Isik, U.van den Burgt, S.M.E. (2018) The association of readiness for interprofessional learning with empathy, motivation and professional identity development in medical students. BMC Medical Education, 18(125) ,1-10
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Jeno, L. M., Adachi, P. J. C.Grytnes, J.-A.Vandvik, V. (2018) The effects of m-learning on motivation, achievement, and well-being: A Self-Determination Theory approach. British Journal of Educational Technology, 50 ,669-683
Assor, A.Feinberg, O., Kanat-Maymon, Y., Kaplan, H. (2018) Reducing violence in non-controlling ways: A change program based on self determination theory. The Journal of Experimental Education, 86(2) ,195-213
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Kusurkar, R. A.Croiset, G. (2018) What will happen after withdrawal of the candy from the lecture?. Education For Health, 31(3) ,184
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Cents-Boostra, M.Lichtwarck-Aschoff, A.Denessen, E., Haerens, L. (2018) Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching. Journal of Vocational Education & Training, ,1-24
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Cuevas, R., Ntoumanis, N.Fernandez-Bustos, J. G.Bartholomew, K. (2018) Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of School Psychology, 68 ,154-162
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Barrable, A., Arvanitis, A. (2018) Flourishing in the forest: looking at Forest School through a self-determination theory lens. Journal of Outdoor and Environmental Education, 22(1) ,39-55
Kaplan, H. (2018) Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychology of Education, 21(1) ,223-255
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Oga-BaldwinW. L. Q., Nakata, Ryan, R. M. (2017) Motivating young learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49 ,140-150
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Orsini, C.Binnie, V.Wilson, S.Villegas, M. J. (2017) Learning climate and feedback as predictors of dental students’ self- determined motivation: The mediating role of basic psychological needs satisfaction. European Journal of Dental Education, ,1-9
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Hancox, J. E.Quested, E., Ntoumanis, N., Duda, J. L. (2017) Teacher-created social environment, basic psychological needs, and dancers’ affective states during class: A diary study. Personality and Individual Differences, 115 ,137-143
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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.
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Guay, F.Valois, P.Falardeau, E.Lessard, V. (2016) Examining the effects of a professional development program on teachers’ pedagogical practices and students’ motivational resources and achievement in written French. Learning and Individual Differences, 45 ,291-298
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Trenshaw, K. F.Revelo, R. A.Earl, K. A.Herman, G. L. (2016) Using self determination theory principles to promote engineering students’ intrinsic motivation to learn. International Journal of Engineering Education, 32 ,1194-1207
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Vansteenkiste, M.Sierens, E.Goossens, L., Soenens, B. (2012) Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22 ,431-439
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Garn, A. C.Matthews, M. S.Jolly, J. L. (2010) Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54 ,263–272
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Guay, F.Chanal, J., Ratelle, C. F.Marsh, H. W. (2010) Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80 ,711–735
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Patall, E. A.Cooper, H.Wynn, S. R. (2010) The effectiveness and relative importance of choice in the classroom. Journal of Educational Psychology, 102(4) ,896-915
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Roth, G., Assor, A., Niemiec, C. P., Ryan, R. M. (2009) The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45 ,1119–1142
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Arnone, M. P.Reynolds, R.Marshall, T. (2009) The effect of early adolescents’ psychological needs satisfaction upon their perceived competence in information skills and intrinsic motivation for research. School Libraries Worldwide, 15 ,115-134
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Vansteenkiste, M.Sierens, E.Soenens, B.Luyckx, K. (2009) Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101 ,671-688
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Zhou, M.Ma, W. J., Deci, E. L. (2009) The importance of autonomy for rural Chinese children’s motivation for learning. Learning and Individual Differences, 19 ,492-498
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Weinstock, M., Assor, A.Broide, G. (2009) Schools as promoters of moral judgment: the essential role of teachers’ encouragement of critical thinking. Social Psychology of Education, 12 ,137-151
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Miller, T. C., Stone, D. (2009) Public speaking apprehension (PSA), motivation, and affect among accounting majors: A proof-of-concept intervention. Issues in Accounting Education, 24 ,265-298
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Spittle, M.Jackson, K.Casey, M. (2009) Applying self-determination theory to understand the motivation for becoming a physical education teacher. Teaching and Teacher Education, 25 ,190–197
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Sørebø, Ø.Halvari, H.Gulli, V.Kristiansen, R. (2009) The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53 ,1177–1187
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Tsai, Y.Kunter, M.Lüdtke, O.Trautwein, U. (2008) What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100 ,460-472
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Jang, H. (2008) Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100 ,798–811
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Fernet, C., Senecal, C., Guay, F.March, H. (2008) The Work Tasks Motivation Scale for Teachers (WTMST). Journal of Career Assessment, 16 ,256-279
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Wang, F. (2008) Motivation and English achievement: An exploratory and confirmatory factor analysis of a new measure for Chinese students of English learning. North American Journal of Psychology, 10 ,633-646
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Vansteenkiste, M.Timmermans, T.Lens, W.Soenens, B. (2008) Does extrinsic goal framing enhance extrinsic goal oriented individuals’ learning and performance? An experimental test of the match-perspective vs. self-determination theory. Journal of Educational Psychology, 100 ,387-397
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Guiffrida, D.Gouveia, A.Wall, A. (2008) Development and validation of the Need for Relatedness at College Questionnaire (NRC-Q). Journal of Diversity in Higher Education, 1 ,251-261
Green-Demers, I., Legault, L.Pelletier, D., Pelletier, L. G. (2008) Factorial invariance of the Academic Amotivation Inventory across gender and grade in a sample of Canadian high school students. Educational and Psychological Measurement, 68(5) ,862-880
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Taylor, I., Ntoumanis, N., Standage, M. (2008) A self-determination theory approach to understanding antecedents of teachers’ motivational strategies in physical education. Journal of Sport and Exercise Psychology, 30 ,75-94
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Reeve, J., Ryan, R. M., Deci, E. L., Jang, H. (2007) Understanding and promoting autonomous self-regulation: A self-determination theory perspective. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and application. (pp. 223-244) Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
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Grolnick, W. S.Farkas, M. S.Sohmer, R.Michaels, S. (2007) Facilitating motivation in young adolescents: Effects of an after-school program. Journal of Applied Developmental Psychology, 28 ,332-344
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Ratelle, C. F., Guay, F., Vallerand, R. J.Larose, S. (2007) Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99 ,734-746
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Ommundsen, Y.Kvalø, S. E. (2007) Autonomy-mastery supportive or performance focused? Different teacher behaviors and pupil’s outcomes in physical education . Scandinavian Journal of Educational Research, 51 ,386-413
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Hardre, P. L.Chen, C.Huang, S.Chiang, C. (2006) Factors affecting high school students’ academic motivation in Taiwan. Asia Pacific Journal of Education, 26 ,198-207
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Reeve, J. (2006) Extrinsic rewards and inner motivation. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues. (pp. 645-664) Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
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Katz, I., Assor, A., Kanat-Maymon, Y.Bereby-Meyer, Y. (2006) Interest as a motivational resource: Feedback and gender matter, but interest makes the difference. Social Psychology of Education, 9 ,27-42
Burton, K. D.Lydon, J. E.D'Alessandro, D. U., Koestner, R. (2006) The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91 ,750-762
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Niemiec, C. P., Lynch, M. F., Vansteenkiste, M.Bernstein, J. (2006) The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29 ,761-775
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Grouzet, F. M.Otis, N., Pelletier, L. G. (2006) Longitudinal cross-gender factorial invariance of the Academic Motivation Scale. Structural Equation Modeling, 13 ,73-98
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Reeve, J., Jang, H. (2006) What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98 ,209-218
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Legault, L., Green-Demers, I., Pelletier, L. G. (2006) Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and social support. Journal of Educational Psychology, 98 ,567-582
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Poulsen, A. A., Ziviani, J. (2006) Children’s participation beyond the school grounds. In S. Rodger & J. Ziviani, Occupational therapy with children: Understanding children’s occupations and enabling participation. , Occupational therapy with children: Understanding children’s occupations and enabling participation (pp. 280-297) London, UK: Blackwell Scientific Publications.
Sarrazin, P. G.Tessier, D. P., Pelletier, L. G.Trouilloud, D. O. (2006) The effects of teachers’ expectations about students’ motivation on teachers’ autonomy-supportive and controlling behaviors. International Journal of Sport and Exercise Psychology, 4 ,283-301
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Reeve, J. (2006) Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106 ,225-236
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Vansteenkiste, M.Simons, J.Lens, W., Soenens, B. (2005) Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Development, 2 ,483-501
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Otis, N., Grouzet, F. M., Pelletier, L. G. (2005) Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97 ,170-183
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Miquelon, P., Vallerand, R. J., Grouzet, F. M. (2005) Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 37 ,913-924
Vansteenkiste, M.Zhou, M.Lens, W., Soenens, B. (2005) Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?. Journal of Educational Psychology, 97 ,468-483
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Soenens, B., Vansteenkiste, M. (2005) Antecedents and outcomes of self-determination in three life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34 ,589-604
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Assor, A., Kaplan, H., Kanat-Maymon, Y., Roth, G. (2005) Directly controlling teachers’ behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15 ,397-413
Joussemet, M., Koestner, R.Lekes, N.Landry, R. (2005) A longitudinal study of the relationship of maternal autonomy support to children’s adjustment and achievement in school. Journal of Personality, 73 ,1215-1235
Walls, T. A., Little, T. D. (2005) Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97 ,23-31
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Ryan, R. M., Brown, K. W. (2005) Legislating competence: The motivational impact of high stakes testing as an educational reform. In A. E. Elliot & C. Dweck (Eds.), Handbook of competence. (pp. 354-374) New York: Guilford Press.
Deci, E. L., Moller, A. C. (2005) The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. J. Dweck (Eds.), Handbook of competence and motivation. (pp. 579-597) New York: Guilford Press.
Reeve, J., Deci, E. L., Ryan, R. M. (2004) Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited. (pp. 31-60) Greenwich, CT: Information Age Press.
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Vansteenkiste, M.Simons, J.Lens, W., Sheldon, K. M. (2004) Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology, 87 ,246-260
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Wallhead, T. L., Ntoumanis, N. (2004) Effects of a sport education intervention on students’ motivational responses in physical education. Journal of Teaching in Physical Education, 23 ,4-18
Levesque, C. S.Zuehlke, N.Stanek, L., Ryan, R. M. (2004) Autonomy and competence in German and U.S. university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96 ,68-84
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Ratelle, C. F., Guay, F.Larose, S., Senecal, C. (2004) Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96 ,743-754
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Reeve, J., Jang, H.Carrell, D.Jeon, S. (2004) Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28 ,147-169
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Ryan, R. M., Lynch, M. F. (2003) Motivation and classroom management. In R. Curren (Ed.), A companion to the philosophy of education. (pp. 260-271) Oxford: Blackwell.
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Hassandra, M.Goudas, M.Chroni, S. (2003) Examining factors associated with intrinsic motivation in physical education: A qualitative approach. Psychology of Sport and Exercise, 4 ,211–223
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Guay, F., Mageau, G. A., Vallerand, R. J. (2003) On the hierarchical structure of self-determined motivation: A test of top-down, bottom-up, reciprocal, and horizontal effects. Personality and Social Psychology Bulletin, 29 ,992-1004
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Senecal, C.Julien, E., Guay, F. (2003) Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33 ,135-145
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Noels, K., Pelletier, L. G.Clement, R., Vallerand, R. J. (2003) Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53(51) ,33-64
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Reeve, J.Nix, G.Hamm, D. (2003) Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95 ,375-392
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Hardre, P. L., Reeve, J. (2003) A motivational model of rural students’ intentions to persist in, versus drop out of, high school. Journal of Educational Psychology, 95 ,347-356
Filak, V., Sheldon, K. M. (2003) Student psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23 ,235-247
Furrer, C., Skinner, E. A. (2003) Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95 ,148-162
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Reeve, J. (2002) 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
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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.
Reeve, J., Jang, H.Harde, P.Omura, M. (2002) Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26 ,183-207
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Pelletier, L. G., Levesque, C. S., Legault, L. (2002) Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behavior. Journal of Educational Psychology, 94 ,186-196
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Cai, Y., Reeve, J.Robinson, D. T. (2002) Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Journal of Educational Psychology, 94 ,372-380
Deci, E. L., Ryan, R. M. (2002) The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Impact of Psychological Factors on Education. (pp. 61-87) San Diego: Academic Press.
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Noels, K. A. (2001) Learning Spanish as a second language: Learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51 ,107-144
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Assor, A., Kaplan, H. (2001) Mapping the domain Of autonomy support: Five important ways to enhance or undermine students' experience of autonomy in learning. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research. (pp. 101-120) Boston: Kluwer Academic Publishers.
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Ntoumanis, N. (2001) A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71 ,225-242
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Deci, E. L., Koestner, R., Ryan, R. M. (2001) Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research., 71 ,1-27
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Guay, F.Boggiano, A. K. (2001) Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27 ,643-650
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Noels, K. A.Clement, R., Pelletier, L. G. (2001) Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57 ,424-442
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
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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 ,740-756
Ryan, R. M., Deci, E. L. (2000) Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25 ,54-67
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Deci, E. L., Ryan, R. M. (2000) In G. A. Straka (Ed.), What is the self in self-directed learning?. , Conceptions of self-directed learning: Theoretical and conceptual considerations (pp. 75-92) Muenster, Germany: Waxmann.
Noels, K. A.Clement, R., Pelletier, L. G. (1999) Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83 ,23-34
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Reeve, J.Bolt, E.Cai, Y. (1999) Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91 ,537-548
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Sheldon, K. M.Biddle, B. J. (1998) Standards, accountability, and school reform: Perils and pitfalls. Columbia University: Teachers College Teachers College Record, 100 ,164-180
Williams, G. C., Deci, E. L. (1998) The importance of supporting autonomy in medical education. Annals of Internal Medicine, 129 ,303-308
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Reeve, J. (1998) Autonomy support as an interpersonal motivating style: Is it teachable?. Contemporary Educational Psychology, 23 ,312-330
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
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Vallerand, R. J., Fortier, M. S., Guay, F. (1997) Self-determination and persistence in a real-life setting: Toward a motivational model of high-school drop out. Journal of Personality and Social Psychology, 72 ,1161-1176
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Miserandino, M. (1996) Children who do well in school: Individual differences in perceived competence and autonomy in above average children. Journal of Educational Psychology, 88 ,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
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Deci, E. L., Ryan, R. M., Williams, G. C. (1996) Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8 ,165-183
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Guay, F., Vallerand, R. J. (1996) Social context, student’s motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1 ,211-233
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Fortier, M. S., Vallerand, R. J., Guay, F. (1995) Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20 ,257-274
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Senecal, C., Koestner, R., Vallerand, R. J. (1995) Self-regulation and academic procrastination. Journal of Social Psychology, 135 ,607-619
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Valas, H.Sovik, N. (1994) Variables affecting students’ intrinsic motivation for school mathematics: Two empirical studies based on Deci and Ryan’s theory of motivation. Learning and Instruction, 3 ,281-298
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Williams, G. C.Wiener, M. W.Markakis, K. M., Reeve, J. (1994) Medical student motivation for internal medicine. Journal of General Internal Medicine, 9 ,327-333
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Ryan, R. M.Stiller, J.Lynch, J. H. (1994) Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14 ,226-249
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Vallerand, R. J.Gagné, F., Senecal, C., Pelletier, L. G. (1994) A comparison of school intrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly, 38 ,172-175
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Boggiano, A. K.Flink, C.Shields, A.Seelbach, A. (1993) Use of techniques promoting students’ self-determination: Effects on students’ analytic problem-solving skills. Motivation and Emotion, 17 ,319-336
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Vallerand, R. J., Pelletier, L. G., Blais, M. R.Briere, N. M. (1993) On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the Academic Motivation Scale. Educational & Psychological Measurement, 53 ,159-172
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Skinner, E. A.Belmont, M. J. (1993) Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85 ,571-581
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Wild, T. C.Enzle, M. E.Hawkins, W. L. (1992) Effects of perceived extrinsic versus intrinsic teacher motivation on student reactions to skill acquisition. Personality and Social Psychology Bulletin, 18 ,245-251
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Vallerand, R. J., Pelletier, L. G., Blais, M. R.Briere, N. M. (1992) The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52 ,1003-1017
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Deci, E. L.Hodges, R.Pierson, L.Tomassone, J. (1992) Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25 ,457-471
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
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Ryan, R. M.Stiller, J. (1991) The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: Vol. 7, goals and self-regulatory processes. (pp. 115-149) Greenwich, CT: JAI Press.
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Grolnick, W. S., Ryan, R. M., Deci, E. L. (1991) The inner resources for school performance: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 53 ,508-517
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Deci, E. L., Vallerand, R. J., Pelletier, L. G., Ryan, R. M. (1991) Motivation and education: The self-determination perspective. The Educational Psychologist, 26 ,325-346
Ryan, R. M.Powelson, C. L. (1991) Autonomy and relatedness as fundamental to motivation in education. Journal of Experimental Education, 60 ,49-66
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Flink, C.Boggiano, A. K.Barrett, M. (1990) Controlling teaching strategies: Undermining children’s self-determination and performance. Journal of Personality and Social Psychology, 59 ,916-924
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Ryan, R. M.Connell, J. P.Plant, R. W. (1990) Emotions in non-directed text learning. Learning and Individual Differences, 2 ,1-17
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Grolnick, W. S., Ryan, R. M. (1990) Self-perceptions, motivation, and adjustment in children with learning disabilities: A multiple group comparison study. Journal of Learning Disabilities, 23 ,177-184
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 ,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
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Connell, J. P., Ryan, R. M. (1987) Motivation and development in the context of schools. International Society for The Study of Behavioral Development Newsletter, 12 ,1-3
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Grolnick, W. S., Ryan, R. M. (1987) Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52 ,890-898
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Deci, E. L.Chandler, C. L. (1986) The importance of motivation for the future of the LD field. Journal of Learning Disabilities, 19 ,587-594
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Ryan, R. M., Grolnick, W. S. (1986) Origins and pawns in the classroom: Self-report and projective assessments of children’s perceptions. Journal of Personality and Social Psychology, 50 ,550-558
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Ryan, R. M.Connell, J. P., Deci, E. L. (1985) A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. E. Ames (Eds.), Research on motivation in education: The classroom in milieu. (pp. 13-51) New York: Academic Press.
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Connell, J. P., Ryan, R. M. (1984) A developmental theory of motivation in the classroom. Teacher Education Quarterly, 11 ,64-77
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Benware, C., Deci, E. L. (1984) The quality of learning with an active versus passive motivational set. American Educational Research Journal, 21 ,755-766
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Deci, E. L., Ryan, R. M. (1982) Intrinsic motivation to teach: Possibilities and obstacles in our colleges and universities. In J. Bess (Ed.), New directions in teaching and learning. (pp. 27-36) San Francisco: Jossey-Bass.
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Deci, E. L.Speigel, N. H., Ryan, R. M., Koestner, R. (1982) The effects of performance standards on teaching styles: The behavior of controlling teachers. Journal of Educational Psychology, 74 ,852-859
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Deci, E. L.Schwartz, A. J.Sheinman, L., Ryan, R. M. (1981) An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73 ,642-650
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Ryan, R. M.Deci, E. L. (2020) Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology,
Jang, H.Kim, E. J.Reeve, J. (2012) Longitudinal test of self-determination theory’s motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104(4) ,1175–1188
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