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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, Advance Online
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Alfayez, A. A.Noman, M.Alqahtani, A. S.Altuwaijri, A. I. (2021) Principal’s learning-centred leadership practices and teacher’s wellbeing: a self-determination theory perspective. Educational Studies, Advance Online
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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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Liu, W. C.Sitoe, C. Y. (2020) Student teachers’ psychological needs, subjective experience and perceived competence in teaching during practicum. Asia Pacific Journal of Education, 40(2) ,154-166
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Froiland, J. M. (2020) A comprehensive model of preschool through high school parent involvement with emphasis on the psychological facets. School Psychology International, 0(0) ,1-29
Froiland, J. M.Worrell, F. C.Olenchak, F. R.Kowalski, M. J. (2020) Positive and negative time attitudes, intrinsic motivation, behavioral engagement and substance use among urban adolescents. Addiction Research and Theory,
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Almukhambetova, A.Hernández-Torrano, D. (2020) Gifted students’ adjustment and underachievement in university: An exploration from the self-determination theory Perspective. Gifted Child Quarterly, 64(2) ,117-131
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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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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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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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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 (pp. 685-702) doi: 10.1037/edu0000306
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Gillet, N.Morin, A.J.SHuyghebaert, T.Burger, L. (2019) University students’ need satisfaction trajectories: A growth mixture analysis. Learning and Instruction, 60 ,275-285
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Litalian, D., Gillet, N., Gagné, M., Ratelle, C. F. (2019) Self-determined motivation profiles among undergraduate students: A robust test of profile similarity as a function of gender and age. Learning and Individual Differences, 70 ,39-52
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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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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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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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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(4) ,1119–1142
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Arnone, M. P.Reynolds, R.Marshall, T. (2009) The effect of early adolescents’ psychological needs satisfaction upon their perceived competence in information skills and intrinsic motivation for research. School Libraries Worldwide, 15 ,115-134
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Jang, H., Reeve, J., Ryan, R. M.Kim, A. (2009) Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?. Journal of Educational Psychology, 101 ,644-661
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Vansteenkiste, M.Sierens, E.Soenens, B.Luyckx, K. (2009) Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101 ,671-688
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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 (pp. 265-298)
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
Roth, G.Ron, T., Benita, M. (2009) Mothers’ parenting practices and adolescents’ learning from their mistakes in class: The mediating role of adolescent’s self-disclosure. Learning and Instruction, 19 ,506-512
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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
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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Liu, W. C., Wang, C. K. J.Tan, O. S.Koh, C. (2009) A self-determination approach to understanding students’ motivation in project work. Learning and Individual Differences, 19 ,139–145
Katz, I.Kaplan, A.Buzukashvily, T. (2009) The role of parents’ motivation in students’ autonomous motivation for doing homework. Learning and Individual Differences, 21 ,376-386
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Niemiec, C. P., Ryan, R. M. (2009) Autonomi, kompetence og indbyrdes relationer i klasseværelset: Anvendelse af selvbestemmelsesteori i undervisningspraksis. Kognition & Pædagogik, 74 ,20-31
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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
Koh, C., Wang, C. K. J.Tan, O. S., Liu, W. C. (2009) Bridging the gaps between students’ perceptions of group project work and their teachers’ expectations. The Journal of Educational Research, 102(5) ,333-348
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Van Den Broeck, A., Vansteenkiste, M.De Witte, H. (2008) Self-determination theory: A theoretical and empirical overview in occupational health psychology. In J. Houdmont, & S. Leka (Eds.), Occupational health psychology: European perspectives on research, education, and practice. , 3 (pp. 63-88) Nottingham: Nottingham University Press.
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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Guay, F., Ratelle, C. F.Chanal, J. (2008) Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49 ,233-240
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Tsai, Y.Kunter, M.Lüdtke, O.Trautwein, U. (2008) What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100 ,460-472
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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
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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
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
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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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
Bozack, A. R.Vega, R.McCaslin, M.Good, T. L. (2008) Teacher support of student autonomy in comprehensive school reform classrooms. Teachers College Record, 110 ,2389–2407
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Filak, V., Sheldon, K. M. (2008) Teacher support, student motivation, student need satisfaction, and college teacher course evaluations: testing a sequential path model. London: Routledge Educational Psychology, 28 ,711-724
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Lens, W., Matos, L., Vansteenkiste, M. (2008) Professores como fontes de motivacao dos alulos: o quê e o porquê da aprendizagem do aluno [Teachers as sources of students’ motivation: About the what and the why of student learning]. 31 ,17-20
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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Liu, W. C.Chye, S. (2008) The importance of perceived needs satisfaction: A look at polytechnic students' motivation. In P. A. Towndrow, C. Koh, & H. S. Tan (Eds.), The importance of perceived needs satisfaction: A look at polytechnic students’ motivation. , Motivation and practice for the classroom (pp. 255-269) Netherlands: Sense Publishers.
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Roth, G., Assor, A., Kanat-Maymon, Y., Kaplan, H. (2007) Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99 ,761-774
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Grolnick, W. S.Farkas, M. S.Sohmer, R.Michaels, S. (2007) Facilitating motivation in young adolescents: Effects of an after-school program. Journal of Applied Developmental Psychology, 28 ,332-344
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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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Vansteenkiste, M.Sierens, E., Soenens, B.Lens, W. (2007) Willen, Moeten En Structuur: Over Het Bevorderen Van Een Optimaal Leerproces. [To Want, To Have And Structure: On Faciliating An Optimal Learning Process]. Begeleid Zelfstandig Leren, 37 ,1-27
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
Katz, I., Assor, A. (2007) When choice motivates and when it does not. Educational Psychology Review, 19 ,429-442
Matos, L.Lens, W., Vansteenkiste, M. (2007) Achievement goals, learning strategies and Language achievement among Peruvian high school students. Psychologica Belgica, 47 ,51-70
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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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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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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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Sierens, E., Soenens, B., Vansteenkiste, M. (2006) Een Conceptuele En Empirische Analyse Van Leerkrachtstijlen Vanuit Theorieën Over Ouderlijke Opvoedingsstijlen En De Zelf-determinatietheorie. [The Authoritative Teaching Style: A Model For The Study Of Teaching Styles].. Pedagogische Studieën, 83 ,419-431
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Alonso, J. L.Lucas, J. M.Izqueirda, J. G. (2006) Validación de la Escala de Motivación Educativa (EME)en Paraguay. 40 ,000-000
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Vansteenkiste, M., Soenens, B.Sierens, E.Lens, W. (2005) Hoe Kunnen We Leren En Presteren Bevorderen? Een Autonomie-ondersteunend Versus Controlerend Schoolklimaat. [How Can We Facilitate Learning And Performance? An Autonomy-supportive Versus Controlling School Climate]. Caleidoscoop, 17 ,18-25
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Miquelon, P., Vallerand, R. J., Grouzet, F. M. (2005) Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 37 ,913-924
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Ratelle, C. F., Senecal, C., Vallerand, R. J.Provencher, P. (2005) The relationship between school-leisure conflict and poor educational and mental health indices: A motivational analysis. Journal of Applied Social Psychology, 35(9) ,1800-1823
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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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Reeve, J., Jang, H.Carrell, D.Jeon, S. (2004) Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28 ,147-169
Fernández, H.Vasconcelos-Raposo, J.Lázaro, J. P. (2004) Validación y Aplicación de Modelos Teóricos Motivacionales en el Contexto de la Educación FÃsica. Cuadernos de Psicologia del Deporte, 4 ,Nums 1y 2
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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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Kaplan, H., Assor, A. (2004) Needs supporting dialogue among teachers and students: A conceptualization and an implementation program. Hayeoz Hachinchi, 13 ,161-189
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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
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Furrer, C., Skinner, E. A. (2003) Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95 ,148-162
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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
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.
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.
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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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
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
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.
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
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
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
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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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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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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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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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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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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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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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
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
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
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 ,375-388
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, 83(4) ,508-517
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Deci, E. L., Vallerand, R. J., Pelletier, L. G., Ryan, R. M. (1991) Motivation and education: The self-determination perspective. The Educational Psychologist, 26(3-4) ,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
Ryan, R. M.Connell, J. P.Plant, R. W. (1990) Emotions in non-directed text learning. Learning and Individual Differences, 2(1) ,1-17
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. (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
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
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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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
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.
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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