Education

Richards, D. K.Schwebel, F. J.Field, C. A.Pearson, M. R. (2023) The Associations of Basic Psychological Need Satisfaction and Need Frustration with Cannabis-Related Outcomes in a Multi-Site Sample of College Students. Journal of Psychoactive Drugs, Advance Online

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

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

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

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

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

Cheon, S. H., Reeve, J.Marsh, H. W.Jang, H-R (2023) Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders. American Psychologist, Advance Online

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

Monacis, D.Sulla, F.Peconio, G.Limone, P. (2023) Measuring autonomy support in special needs teachers from a self-determination theory perspective: validation of the Italian version of the Learning Climate Questionnaire. In Front. Psychol. - Educational Psychology, Advance Online

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

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

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

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

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

Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J. (2022) A classification system for teachers’ motivational behaviours recommended in Self-Determination Theory interventions. Preprint

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

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

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

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

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

Champ, R. E.Adamou, M.Tolchard, B. (2022) Seeking connection, autonomy and emotional feedback: A Self-Determination Theory of self-regulation in attention deficit hyperactivity disorder. Physiological Reviews, Advance Online

Patall, E. A.Zambrano, J.Kennedy, A. A. U.Yates, N. (2022) Promoting an agentic orientation: An intervention in university psychology and physical science courses. Journal of Educational Psychology, Advance Online

Vermote, B., Vansteenkiste, M.Aelterman, N., Van der Kaap-Deeder, J. (2022) Teachers’ psychological needs link social pressure with personal adjustment and motivating teaching style. The Journal of Experimental Education, Advance online publication

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

Reeve, J.Jang, H-R.Shin, S. H.Ahn, J. S. (2022) When students show some initiative: Two experiments on the benefits of greater agentic engagement. Learning and Instruction, Advance Online ,101564

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

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

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

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

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

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

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

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

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

Chiu, T.Chai, C. S.Williams, P. J.Lin, T-J. (2021) Teacher professional development on Self-Determination Theory–Based design thinking in STEM education. Educational Technology & Society, 24(4) ,153–165

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

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

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

Chiu, T. (2021) Digital support for student engagement in blended Learning based on Self-determination Theory. Computers in Human Behavior, 124 ,106909

Flunger, B.Hollmann, L.Hornstra, L.Murayama, K. (2021) It’s more about a lesson than a domain: Lesson-specific autonomy support, motivation, and engagement in math and a second language. Learning and Instruction, Advance Online

Sutter, C. C.Haugen, J. S.Campbell, L. O.Jones, J. L. T. (2021) Teachers’ motivation to participate in anti-bullying training and their intention to intervene in school bullying: A Self-Determination Theory perspective. International Journal of Bullying Prevention, Advance Online

Ruiz-Alfonso, Z., León, J.Santana-Vega, L.González, C. (2021) Teaching Quality: An Explanatory Model of Learning in Secondary Education. Psicología Educativa, 27(1) ,67-76

Botnaru, D.Orvis, J., Langdon, J. L., Niemiec, C. P. (2021) Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory. Learning and Motivation, 74 ,101723

McLennan, B.McIlveen, P.Perera, H. (2021) A Pedagogical model of autonomy, competence and relatedness for pre-service teacher educators. Journal of Education for Teaching, Advance Online

Masland, L. C. (2021) In In Thurston, T. N., Lundstrom, K., & González, C., Resilient pedagogy and self-determination theory: Unlocking student engagement in uncertain times. , Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 13-36) Utah State University. doi: 10.26079/a516-fb24

Audet, E. C.Levine, S. L.Metin, E.Koestner, S. (2021) Zooming their way through university: Which Big 5 traits facilitated students’ adjustment to online courses during the COVID-19 pandemic. Personality and Individual Differences, 180 ,110969

Benita, M., Matos, L.Cerna, Y. (2021) The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students. Learning and Instruction, Advance Online

Jeno, L. M.Nylehn, J.Hole, T. N.Raaheim, A. (2021) Motivational determinants of students’ academic functioning: The role of autonomy-support, autonomous motivation, and perceived competence. Scandinavian Journal of Educational Research, Advance Online

Manganelli, S.Cavicchiolo, E.Lucidi, F.Galli, F. (2021) Differences and similarities in adolescents’ academic motivation across socioeconomic and immigrant backgrounds. Personality and Individual Differences, 182

Metzler, M.Esmat, T. A., Langdon, J. L.Edwards, O. V. (2021) The impact of transitioning to emergency remote instruction on perceptions of preparation, institutional support and teaching effectiveness. College Teaching, Advance Online

Reeve, J.Cheon, S. H. (2021) Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1) ,54-77

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

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

Hansen, S. E.Defenbaugh, N.Mathieu, S. S.Garufi, L. C. (2021) A mixed‐methods exploration of the developmental trajectory of autonomous motivation in graduate medical learners. Medical Science Educator, Advance Online

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

Teuber, Z.Tang, X.Sielemann, L.Otterpohl, N. (2021) Autonomy-related parenting profiles and their effects on adolescents’ academic and psychological development: A longitudinal person-oriented analysis. Journal of Youth and Adolescence, Advance Online

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

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

Kaplan, H. (2021) Suppression of psychological needs among beginning teachers: A self-determination theory perspective on the induction process in Bedouin schools. Frontiers in Psychology, 12 ,621984

Miksza, P., Evans, P.McPherson, G. E. (2021) Wellness Among University-level Music Students: A Study of the Predictors of Subjective Vitality. Musicae Scientiae, 25(2) ,143–160

Howard, J. L.Bureau, J., Guay, F.Chong, J. X. Y. (2021) Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6) ,1300-1323

Berkovich, I.Gueta, B. (2021) The effect of autonomy-supportive climate in a second chance programme for at-risk youth on dropout risk: the mediating role of adolescents’ sense of authenticity. European Journal of Psychology of Education,

Neufeld, A.Hughton, B.Muhammadzai, J.McKague, M. (2021) Towards a better understanding of medical students’ mentorship needs: A self-determination theory perspective. Canadian Medical Education Journal, 12(6) ,72-7

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

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

Gilbert, W.Bureau, J. S.Poellhuber, B., Guay, F. (2021) Predicting college students’ psychological distress through basic psychological need-relevant practices by teachers, peers, and the academic program. Motivation and Emotion, 45 ,436-455

Escriva-Boulley, G., Haerens, L.Tessier, D.Sarrazin, P. (2021) Antecedents of primary school teachers’ need-supportive and need-thwarting styles in physical education. European Physical Education Review, 27(4) ,961-980

Ahn, I.Chiu, M. M., Patrick, H. (2021) Connecting teacher and student motivation: Student-perceived teacher need-supportive practices and student need satisfaction. Contemporary Educational Psychology, 64 ,101950

Opdenakker, M-C. (2021) Need-supportive and need-thwarting teacher behavior: Their importance to boys’ and girls’ academic engagement and procrastination behavior. Frontiers in Psychology, 12 ,628064

Nalipay, M. J. N.King, R.Cai, Y. (2020) Autonomy is equally important across East and West: Testing the cross-cultural universality of self-determination theory. Journal of Adolescence, 78 ,67-72

Gillet, N.Morin, A. J. S.Huyghebaert-Zouaghi, T.Alibran, E. (2020) Students’ need satisfaction profiles: Similarity and change over the course of a university semester. Applied Psychology: An International Review, 69(4) ,1396-1437

Cheon, S. H., Reeve, J., Vansteenkiste, M. (2020) When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90 ,103004

Gordeeva, T. O.Sychev, O. A., Lynch, M. F. (2020) The construct validity of the Russian version of the Modified Academic Self-Regulation Questionnaire (SRQ-A) among elementary and middle school children. Psychology in Russia: State of the Art, 13 ,113-131

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

Cohen, R.Moed, A.Shoshani, A., Roth, G. (2020) Teachers’ conditional regard and students’ need satisfaction and agentic engagement: A multilevel motivation mediation model. Journal of Youth and Adolescence, 49 ,790-803

Kadir, M. S.Yeung, A. S., Ryan, R. M.Forbes, A. (2020) Effects of a dual-approach instruction on students’ science achievement and motivation. Educational Psychology Review, 32(3) ,571-602

Jungert, T.Levine, S., Koestner, R. (2020) Examining how parent and teacher enthusiasm influences motivation and achievement in STEM. The Journal of Educational Research, 113(4) ,275-282

Cimon-Paquet, C.Bernier, A.Matte-Gagne, C., Mageau, G. A. (2020) Early maternal autonomy support and mathematical achievement trajectories during elementary school. Learning and Individual Differences, 79 ,101855

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, 61 ,101860

Salikhova, N. R., Lynch, M. F.Salikhova, A. B. (2020) Psychological aspects of digital learning: A Self-Determination Theory perspective. Contemporary Educational Technology, 12(2) ,1-13

Y, Shi, Levesque, C. S. (2020) A cross-classified path analysis of the self-determination theory model on the situational, individual and classroom levels in college education. Contemporary Educational Psychology, 61 ,101857

Burel, N.Tessier, D., Langdon, J. L. (2020) Are teachers’ subjective feelings linked with need-supportive and need-thwarting motivating styles? A cross-lagged study in Physical Education. European Journal of Physical Education, Advance Online

Chiu, T.Chai, C. (2020) Sustainable curriculum planning for artificial intelligence education: A self-determination theory perspective. MDPI, 12(14) ,5568

Kong, L. C., Liu, W. C. (2020) Understanding motivational profiles of high-ability female students from a Singapore secondary school: A self-determination approach. The Asia-Pacific Education Researcher, 29(6) ,529-539

Liu, W. C., Wang, C. K. J., Reeve, J.Kee, Y. H. (2020) What determines teachers’ use of motivational strategies in the classroom? A self-determination theory perspective. Journal of Education, 200(3) ,185-195

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

Liu, W. C., Wang, C. K. J.Kang, H. J.Kee, Y. H. (2020) Motivation profile analysis of Malay students in Singapore. Asia Pacific Journal of Education, 29(6) ,529-539

Chiu, T.Jong, M. S-Y.Mok, I. A. C. (2020) Does learner expertise matter when designing emotional multimedia for learners of primary school mathematics?. Educational Technology Research and Development, 68(5) ,2305–2320

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

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

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

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,

Neufeld, A.Malin, G. (2020) A commentary on autonomy-supportive teaching: A reply to Duguid et al. (2020). Medical Teacher, 43(2) ,238

Neufeld, A.Huschi,Z.Ames, A.Trinder, K. (2020) Peers United in Leadership & Skills Enhancement: A near-peer mentoring program for medical students. Canadian Medical Education Journal, 11(6) ,e145-e148

Duchesne, S., Ratelle, C. F. (2020) Achievement goals, motivations, and social and emotional adjustment in high school: A longitudinal mediation test. Educational Psychology, 40 ,1033-1051

Guay, F.Bureau, J. S.Litalien, D., Ratelle, C. F. (2020) A self-determination theory perspective on RIASEC interest types: Autonomy and controlled orientations as predictors of self-efficacy and college program choices. Motivation Science, 6(2) ,164–170

Guay, F.Gilbert, W.Falardeau, E.Bradet, R. (2020) Fostering the use of pedagogical practices among teachers to support elementary students’ motivation to write. Contemporary Educational Psychology, 63 ,101922

Li, C.Hwa Kee, Y.Kong, L. C.Zou, L. (2019) Autonomy-Supportive Teaching and Basic Psychological Need Satisfaction among School Students: The Role of Mindfulness. MDPI Journal of Environmenal Research and Public Health, 16

Neufeld, A.Malin, G. (2019) Exploring the relationship between medical student basic psychological need satisfaction, resilience, and well-being: A quantitative study. BMC Medical Education, 19 ,405

Fin, G.Moreno-Murcia, J. A., León, J.Baretta, E. (2019) Interpersonal autonomy support style and its consequences in physical education classes. PLOS ONE, 14(5) ,e0216609

Ruiz-Alfonso, Z., León, J. (2019) Teaching quality: relationships between passion, deep strategy to learn, and epistemic curiosity. School Effectiveness and School Improvement, 30(2) ,212-230

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

Núñez, J. L., León, J. (2019) Determinants of classroom engagement: a prospective test based on self-determination theory. Teachers and Teaching, 25(2) ,147-159

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

Vandenkerckhove, B., Soenens, B., Van der Kaap-Deeder, J.Brenning, K. (2019) The role of weekly need-based experiences and self-criticism in predicting weekly academic (mal)adjustment. Learning and Individual Differences, 69 ,69-83

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

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

Wang, C. K. J., Liu, W. C.Kee, Y. H.Chian, L. K. (2019) Competence, autonomy, and relatedness in the classroom: understanding students’ motivational processes using the self-determination theory. Heliyon, 5 ,e01983

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

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

Patall, E. A.Hooper, S. Y. (2019) In K. A. Renninger, A. & S. Hidi, The promise and peril of choosing for motivation and learning. , Cambridge Handbook of Motivation and Learning (pp. 238-262) UK: Cambridge University Press.

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

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

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

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

León, J.Medina-Garrido, E.Ortega-Viera, M. (2018) Teaching quality: High school students’ autonomy and competence. Psicothema, 30(2) ,218-223

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

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

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

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

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

Lubans, D. R.Beauchamp, M. R.Diallo, T. M. O.Peralta, L. R. (2018) School Physical Activity Intervention Effect on Adolescents’ Performance in Mathematics. Medicine & Science in Sports & Exercise, 50(12) ,2442-2450

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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

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

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

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

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

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

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.

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

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

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

Reeve, J., Jang, H.Carrell, D.Jeon, S. (2004) Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28 ,147-169

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.

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

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

Senecal, C.Julien, E., Guay, F. (2003) Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33 ,135-145

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

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

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

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.

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(6) ,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(3) ,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

Yamauchi, H.Tanaka, K. (1998) Relations of autonomy, self-referenced beliefs and self-regulated learning among Japanese children. Psychological Reports, 82(3) ,803-816

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(2) ,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(4) ,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

Patrick, B. C., Skinner, E. A.Connell, J. P. (1993) What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65(4) ,781-791

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, 83(4) ,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) ,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(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

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(5) ,642-650

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

Cheon, S. H., Reeve, J.Marsh, H. W.Jang, H-R (2023) Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders. American Psychologist, Advance Online

Reeve, J.Jang, H-R.Shin, S. H.Ahn, J. S. (2022) When students show some initiative: Two experiments on the benefits of greater agentic engagement. Learning and Instruction, Advance Online ,101564

Patall, E. A.Zambrano, J.Kennedy, A. A. U.Yates, N. (2022) Promoting an agentic orientation: An intervention in university psychology and physical science courses. Journal of Educational Psychology, Advance Online

Sutter, C. C.Haugen, J. S.Campbell, L. O.Jones, J. L. T. (2021) Teachers’ motivation to participate in anti-bullying training and their intention to intervene in school bullying: A Self-Determination Theory perspective. International Journal of Bullying Prevention, Advance Online

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

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