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

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

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

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Cheon, S. H., Reeve, J.Marsh, H. W.Jang, H-R (2023) Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders. , American Psychologist , Advance Online doi: 10.1037/amp0001130

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

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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

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

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

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

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Oosterbaan-Lodder, S. C. M.Kortekaas, L. S.Scheele, F., Kusurkar, R. A. (2023) What keeps the flame burning? A qualitative study on tutor motivation to guide students in interprofessional education. Journal of Interprofessional Education & Practice, 32 ,100652

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Chiu, T. (2023) Using Self-determination Theory (SDT) to Explain Student STEM Interest and Identity Development. Instructional Science, Advance Online

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Chiu, T.Ismailov, M.Zhou, X-Y.Xia, Q. (2023) Using self-determination theory to explain how community-based learning fosters student interest and identity in integrated STEM education. International Journal of Science and Mathematics Education, 21 ,109 -130

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Jang, H-R.Basarkod, G., Reeve, J.Marsh, H. (2023) Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives. Journal of Educational Psychology, Advance online publication

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Stoa, R., Chu, T. L. (2023) An argument for implementing and testing novelty in the classroom. Scholarship of Teaching and Learning in Psychology, 9(1) ,88-95

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Escandell, S., Chu, T. L. (2023) Implementing Relatedness-Supportive Teaching Strategies to Promote Learning in the College Classroom. Teaching of Psychology, 50(4) ,441-447

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Kusurkar, R. A., Orsini, C.Somra, S.Artino, A. R. (2023) The effect of assessments on student motivation for learning and its outcomes in health professions education: A review and realist synthesis. Academic Medicine, 98(9) ,1083-1092

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Audet, E.Dubois, P.Levine, S., Koestner, R. (2023) Autonomy support for the academic goal pursuit and subjective well-being of students with disabilities. Gogent Mental Health, 2(1)

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Johansen, M.Eliassen, S., Jeno, L. M. (2023) “Why is this relevant for me?”: Increasing content relevance enhances student motivation and vitality. Frontiers in Psychology, 14

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Bureau, J. S., Guay, F.Plamondon, A., Ratelle, C. F. (2023) Empirical testing of an alternative modeling of the self-determination continuum. Motivation and Emotion, 47 ,46–60

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

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Printer, L. (2023) Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom.. Language Teaching Research, Advance Online ,1-29

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Tanaka, Y.Kutsuki, A. (2023) Motivational patterns of emergent and fully bilingual children learning English and Japanese at an international school. International Journal of Bilingualism, 27(5) ,618–633

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Zeng, C.Fisher, L. (2023) Opening the “Black Box”: How out-of-class use of Duolingo impacts Chinese junior high school students’ intrinsic motivation for English. ECNU Review of Education, Advance Online

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

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Benita, M., Matos, L.Cerna, Y. (2022) The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students. Learning and Instruction, 80 ,101558

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Reeve, J.Jang, H-R.Shin, S. H.Ahn, J. S. (2022) When students show some initiative: Two experiments on the benefits of greater agentic engagement. , Learning and Instruction , Advance Online (pp. 101564) doi: 10.1016/j.learninstruc.2021.101564

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Patall, E. A.Zambrano, J.Kennedy, A. A. U.Yates, N. (2022) Promoting an agentic orientation: An intervention in university psychology and physical science courses. , Journal of Educational Psychology , Advance Online doi: 10.1037/edu0000614.supp

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Cho, H. J., Levesque, C. S.Yough, M. (2022) How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective. Learning Environments Research, Advance Online

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

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

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

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

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

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

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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

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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

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

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

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

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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

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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

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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

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

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

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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

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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

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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

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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

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

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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

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Parrish, A.Vernon, J. (2022) Measuring Motivation in English schools: The Appeal of Self-Determination Theory. Journal for the Psychology of Language Learning, 4(1) ,e414922

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Liu, M., Oga-Baldwin, W. L. Q. (2022) Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106 ,102762

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Chen, L. (2022) Exploring the motivation of the older Chinese people learning English in China: A case study in a senior college in Guangdong. Educational Gerontology, 48(2) ,74–102

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Oga-Baldwin, W. L. Q., Parrish, A., Noels, K.A. (2022) Taking root: Establishing Self-Determination Theory as a fertile framework for the psychology of language learning. Journal for the Psychology of Language Learning, 4(1) ,e41111

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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

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

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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

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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

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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

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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

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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

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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 doi: 10.1007/s10212-021-00542-4

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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

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Neufeld, A. (2021) Autonomy-supportive teaching in medicine: From motivational theory to educational practice. , MedEdPublish , 10(1) (pp. 117) doi: 10.15694/mep.2021.000117.1

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Reeve, J.Cheon, S. H. (2021) Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. , Educational Psychologist , 56(1) (pp. 54-77) doi: 10.1080/00461520.2020.1862657

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

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

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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

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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,

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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

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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

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Meristo, M. (2021) Emotional turmoil or peaceful agreements? A phenomenological study on coping with reforms in higher education institution. , The Qualitative Report , 26(6) (pp. 1846-1863) doi: 10.46743/2160-3715/2021.4677

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Chiu, T. (2021) Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124 ,106909

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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

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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

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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

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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

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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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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

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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

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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

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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 doi: 10.1007/s42380-021-00108-4

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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

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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

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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

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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

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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

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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

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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

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Spinks, M., Metzler, M., Kluge, S., Langdon, J. L.Gurvitch, R., Smitherman, M., Esmat, T., Bhattacharya, S., Carruth, L., Crowther, K., Denton, R., Edwards, O. V., Shrikhande, M., Strong-Green, A.esma (2021) “This Wasn’t Pedagogy, It Was Panicgogy”: Perspectives of the Challenges Faced by Students and Instructors during the Emergency Transition to Remote Learning Due to COVID-19. College Teaching, Advance Online

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Guay, F.Morin, A. J. S.Litalien, D., Howard, J. L. (2021) Trajectories of self-determined motivation during the secondary school: A growth mixture analysis. Journal of Educational Psychology, 113(2) ,390

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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

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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 (pp. 103004) doi: 10.1016/j.tate.2019.103004

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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, 61 ,101860

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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

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

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van der Burgt, S. M. E.Nauta, K.Croiset, G.Kusurkar, R. A. (2020) A qualitative study on factors influencing the situational and contextual motivation of medical specialists. International Journal of Medical Education, 11 ,111-119

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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

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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

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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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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

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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

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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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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

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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

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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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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 (pp. 101922) doi: 10.1016/j.cedpsych.2020.101922

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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

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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

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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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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

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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

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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

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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

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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

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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

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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

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

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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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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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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

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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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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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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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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

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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

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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

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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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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

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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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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.

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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

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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

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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

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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

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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

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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

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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

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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

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Parrish, A.Lanvers, U. (2019) Student motivation, school policy choices and modern language study in England. The Language Learning Journal, 47(3) ,281-298

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Oga-Baldwin, W. L. Q.Fryer, L. K.Larson-Hall, J. (2019) The critical role of the individual in language education: New directions from the learning sciences. System, 86 ,102118

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Fryer, L. K. (2019) Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h(inders)elps their grasp. Contemporary Educational Psychology, 59 ,101778

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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) (pp. 195-213) doi: 10.1080/00220973.2016.1277336

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

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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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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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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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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

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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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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

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

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

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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

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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

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Tan, F.Whipp, P., Gagné, M.Van Quaquebeke, N. (2018) Students’ perception of teachers’ two-way feedback interactions that impact learning. Social Psychology of Education, 22 ,169-187

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

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

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Caris, M.G.Sikkens, J.J.Kusurkar, R. A.van Agtmael, M.A. (2018) E-learning on antibiotic prescribing—the role of autonomous motivation in participation: a prospective cohort study. Journal of Antimicrobial Chemotherapy, 73(8) ,2247-2251

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

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

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

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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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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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Jeno, L. M.Danielsen, A. G.Raaheim, A. (2018) A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach. Educational Psychology, 38 ,1163-1184

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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

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

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

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

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

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Kaplan, H.Madjar, N. (2017) The motivational outcomes of psychological need support among pre-service teachers: Multicultural and self-determination theory perspectives. Frontiers in Education.,

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Gillet, N.Huyghebaert, T.Barrault, S.Bucourt, E. (2017) Autonomous and controlled reasons underlying self-approach and self-avoidance goals and educational outcomes. Social Psychology of Education, 20 ,179-193

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Kramer, I.M., Kusurkar, R. A. (2017) Science-writing in the blogosphere as a tool to promote autonomous motivation in education. The Internet and Higher Education, 35 ,48-62

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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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Wang, C. K. J., Liu, W. C.Nie, Y.Chye, Y. L. S. (2017) Latent profile analysis of students’ motivation and outcomes in mathematics: an organismic integration theory perspective. Heliyon, 3 ,e00308

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León, J.Liew, J. (2017) Profiles of adolescents´ peer and teacher relatedness: Well-being and academic achievement. Learning and Individual Differences, 54 ,41-50

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Duchesne, S., Ratelle, C. F.Feng, B. (2017) Psychological need satisfaction and achievement goals: Exploring indirect effects of academic and social adaptation following the transition to secondary school. Journal of Early Adolescence, 37(9) ,1280-1308

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Wang, C. K. J.Ng, B. L. L., Liu, W. C., Ryan, R. M. (2016) In W. C. Liu, J. C. K. Wang, & R. M. Ryan (Eds.), Can being autonomy-supportive in teaching improve students’ self-regulation and performance?. , Building autonomous learners: Perspectives from research and practice using self-determination theory (pp. 227-243) New York, NY: Springer.

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Liu, W. C., Wang, C. K. J., Ryan, R. M. (2016) In W. C. Liu, J. C. K. Wang, & R. M. Ryan (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 (pp. 291-298) doi: http://dx.doi.org/10.1016/j.lindif.2015.11.014

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Garon-Carrier, G.Boivin, M., Guay, F.Kovas, Y. (2016) Intrinsic motivation and achievement in mathematics in elementary school: A longitudinal investigation of their association. Child Development, 87 ,165-175

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Guay, F.Lessard, V.Dubois, P. (2016) In J. Wang, W.C., Liu, & R.M. Ryan (Eds.), How can we create better learning contexts for children? Promoting students’ autonomous motivation as a way to foster enhanced educational outcomes. , Building Autonomous Learners (pp. 83-106) Singapore: Springer.

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Pelletier, L. G.Rocchi, M. (2016) Teacher's motivation in the classroom. In W.C. Liu, J.C.K. Wang, & R.M. Ryan (Eds.), Teacher’s motivation in the classroom. , Building autonomous learners: Research and practical perspectives using self-determination theory (pp. 107-127) Singapore: Springer.

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Ricard, N. C., Pelletier, L. G. (2016) Dropping out of high school: The role of parent and teacher self-determination support, reciprocal friendships, and academic motivation. Contemporary Educational Psychology, 44-45 ,32-40

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Orsini, C.Binnie, V.Fuentes, F.Ledezma, P. (2016) Implications of motivation differences in dental students’ preclinical-clinical transition: A one-year follow-up study. Educacion Medica, 17(4) ,193-196

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Orsini, C.Binnie, V. I.Wilson, S. L. (2016) Determinants and outcomes of motivation in health professions education: A systematic review based on self-determination theory. Journal of Educational Evaluation for Health Professions, 13 ,19

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Yu, C.Li, X.Wang, S.Zhang, W. (2016) Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence, 49 ,115-123

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Sparks, C.Dimmock, J., Lonsdale, C.Jackson, B. (2016) Modeling indicators and outcomes of students’ perceived teacher relatedness support in high school physical education. Psychology of Sport and Exercise, 26 ,71-82

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Owen, K. B.Parker, P. D.Van Zanden, B.MacMillan, F. (2016) Physical activity and school engagement in youth: A systematic review and meta-analysis. Educational Psychologist, 51(2) ,129-145

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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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Hagger, M. S.Sultan, S.Hardcastle, S. J., Reeve, J. (2016) Applying the trans-contextual model to mathematics activities in the classroom and homework behaviour and attainment. Learning and Individual Differences, 45 ,166-175

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Lynch, M. F.Salikhova, N. R. (2016) Teachers’ conceptions about the child’s developmental needs: A structural analysis. Mathematics Education, 11 ,1471-1479

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Leow, K.Lee, M.,, Lynch, M. F. (2016) Big five personality and depressive symptoms: A self-determination theory perspective on students’ positive relationships with others. Ideas and research you can use: VISTAS, ,28

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Pekrun, R.Suzuki, M.Marsh, H. W. (2016) Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics. Journal of Personality and Social Psychology, 111(5) ,766-779

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Tjin A Tsoi, S.L.N.De Boer, A.Croiset, G.Koster, A. S. (2016) Unraveling motivational profiles of health care professionals for Continuing Education: the example of pharmacists in the Netherlands. The Journal of Continuing Education in Health Professions, 36(1) ,46-54

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Wouters, A.Croiset, G.Galindo-Garre, F., Kusurkar, R. A. (2016) Motivation of medical students: selection by motivation or motivation by selection. BMC Medical Education, 16:37

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Côté-Lecaldare, M., Joussemet, M.Dufour, S. (2016) How to support toddlers’ autonomy: A qualitative study with childcare educators. Early Education and Development, (27)6 ,822-840

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Van den Berghe, L.Cardon, G.Tallir, I.Kirk, D. (2016) Dynamics of need-supportive and need-thwarting teaching behavior: the bidirectional relationship with student engagement and disengagement in the beginning of a lesson. Physical Education and Sport Pedagogy, 21(6) ,653-670

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De Naeghel, J.Van Keer, H., Vansteenkiste, M., Haerens, L. (2016) Promoting elementary school students’ autonomous reading motivation: Effects of a teacher professional development workshop. The Journal of Educational Research, 109(3) ,232-252

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Haerens, L., Vansteenkiste, M.Aelterman, N.Van den Berghe, L. (2016) In Liu W., Wang J., Ryan R., Towards a Systematic Study of the Dark Side of Student Motivation: Antecedents and Consequences of Teachers’ Controlling Behaviors. , Building Autonomous Learners (pp. 59-81) Singapore: Springer. doi: 10.1007/978-981-287-630-0_4

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Reeve, J., Lee, W. (2016) In K.R. Wentzel & D. Miele, Neuroscientific contributions to motivation in education. , Handbook of Motivation at School (pp. 424-439) New York: Routledge.

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Vasquez, A. C., Patall, E. A.Fong, C. J.Corrigan, A. S. (2016) Parent autonomy support, academic achievement, and psychosocial functioning: A meta-analysis of research. Educational Psychology Review, 28(3) ,605-644

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Linnenbrink-Garcia, L., Patall, E. A.Pekrun, R. (2016) Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from Behavioral and Brain Sciences, 3(2) ,228-236

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(2016) Daily interest, engagement, and autonomy support in the high school science classroom. Contemporary Educational Psychology, 46 ,180-194

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Leach, J. K., Patall, E. A. (2016) Need-supportive advising for undecided students. NACADA Journal, 36(2) ,20-33

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Ng, B. L. L., Liu, W. C., Wang, C. K. J. (2016) Student motivation and learning in mathematics and science: A cluster analysis. International Journal of Science and Mathematics Education, 14(7) ,1359-1376

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Núñez, J. L., León, J. (2016) The mediating effect of intrinsic motivation to learn on the relationship between student´s autonomy support and vitality and deep learning. Spanish Journal of Psychology, 19 ,1-8

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Evans, P.Bonneville-Roussy, A. (2016) Self-determined motivation for practice in university music students. Psychology of Music, 44(5) ,1095–1110

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Grolnick, W. S. (2015) Mothers’ motivation for involvement in their children’s schooling: Mechanisms and outcomes. Motivation and Emotion, 39 ,63-73

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Hagger, M. S., Chatzisarantis, N. L. (2015) The trans-contextual model of autonomous motivation in education: Conceptual and empirical issues and meta-analysis. Review of Educational Research,

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Bailey, T. H.Phillips, L. J. (2015) The influence of motivation and adaptation on students’ subjective well-being, meaning in life and academic performance. Higher Education Research and Development,

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Kanat-Maymon, Y.Benjamin, M.Stavsky, A.Shoshani, A. (2015) The role of basic need fulfillment in academic dishonesty: A self-determination theory perspective. Contemporary Educational Psychology, 43 ,1-9

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Cordeiro, P. M.Paixão, M. P.Lens, W.Lacante, M. (2015) Cognitive-motivational antecedents of career decision-making processes in Portugese high school students: A longitudinal study. Journal of Vocational Behavior, 90 ,145-153

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Grolnick, W. S.Raftery-Helmer, J. N. (2015) In T. J. Cleary (Ed.), Contexts supporting self-regulated learning at school transitions. , Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 251-276) Washington, DC: American Psychological Association.

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Renaud-Dube, A.Talbot, D., Taylor, G., Guay, F. (2015) The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: A mediation model. Social Psychology of Education: An International Journal, 18 ,255-272

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Haerens, L.Aelterman, N., Vansteenkiste, M.Soenens, B. (2015) Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experience through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16 ,26-36

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Guay, F.Litalien, D. (2015) Dropout intentions in PhD studies: A comprehensive model based on interpersonal relationships and motivational resources. Contemporary Educational Psychology, 41 ,218-231

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Chanal, J.Guay, F. (2015) Are autonomous and controlled motivations school-subjects-specific?. PLoS ONE, 10(8) ,e0134660

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Litalien, D., Guay, F.Morin, A. J. S. (2015) Motivation for PhD studies: Scale development and validation. Learning and Individual Differences, 41 ,1-13

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Guay, F.Morin, A.Litalien, D.Valois, P. (2015) Application of exploratory structural equation modeling to evaluate the Academic Motivation Scale. The Journal of Experimental Education, 83(1) ,51-82

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Monteiro, V.Mata, L.,Peixoto, F. (2015) Intrinsic motivation inventory: Psychometric properties in the context of first language and mathematics learning. Psicologia: Reflexão e Crítica, 28(3) ,434-443

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Gillet, N.Lafrenière, M.-A.Huyghebaert, T.Fouquereau, E. (2015) Autonomous and controlled reasons underlying achievement goals: Implications for the 3 x 2 achievement goal model in educational and work settings. Motivation and Emotion, 39 ,858-875

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Amoura, C.Berjot, S., Gillet, N.Caruana, S. (2015) Autonomy-supportive and controlling styles of teaching: Opposite or distinct teaching styles?. Swiss Journal of Psychology, 74 ,141-158

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Orsini, C.Binnie, V.Evans, P.Ledezma, P. (2015) Psychometric validation of the Academic Motivation Scale in a dental student sample. Journal of Dental Education, 79 ,971-981

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Orsini, C. (2015) Self-determined motivation in Dental Education: Are we supporting autonomy or controlling behaviour?. Journal of Oral Research, 4(2) ,86-87

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Orsini, C.Evans, P.Binnie, V.Ledezma, P. (2015) Encouraging intrinsic motivation in the clinical setting: Teachers’ perspectives from the self-determination theory. European Journal of Dental Education, 20 ,102-111

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Orsini, C.Evans P.Jerez O. (2015) How to encourage intrinsic motivation in the clinical teaching environment? A systematic review from the self-determination theory. Journal of Educational Evaluation for Health Professions, 12 ,8

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Chan, D. K. C.Yang, S. X.Hamamura, T.Sultan, S. (2015) In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan. Motivation and Emotion, 39 ,908-925

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Hagger, M. S.Sultan, S.Hardcastle, S. J.,, Chatzisarantis, N. L. (2015) Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41 ,111-123

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Hein, V.Koka, A., Hagger, M. S. (2015) Relationships between perceived teachers’ controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence, 42 ,103-114

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Kusurkar, R. A.Croiset, G. (2015) Self-determination theory and scaffolding applied to medical education as a continuum. Academic Medicine, 90(11) ,1431

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Kusurkar, R. A.Croiset, G. (2015) Autonomy support for autonomous motivation in medical education. Medical Education Online, 20 ,27951

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Kusurkar, R. A.Artino, A.Ten Cate, T. (2015) Learning and Motivation. In In Bhuiyan P.S., Rege, N.N., Supe, A. N. (Eds.), Motivation and Learning. , The art of teaching medical students (pp. 62-76) India: Elsevier.

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Van den Berghe, L.Tallir, I.B.Cardon, G.Aelterman, N. (2015) Student (Dis)Engagement and Need-Supportive Teaching Behavior: A Multi-Informant and Multilevel Approach. Journal of Sport & Exercise Psychology, 37 ,353-366

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Patrick, H.Gentry, M., Moss, J.D.McIntosh, J. S. (2015) In F. Dixon & S. Moon, Understanding gifted and talented students’ motivation. , The Handbook of Secondary Gifted Education, 2nd ed. (pp. 185-209) Waco, TX: Profrock Press.

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Patall, E. A.Leach, J. K. (2015) The role of choice provision in academic dishonesty. Contemporary Educational Psychology, 42 ,97-110

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Jeno, L. M. (2015) Encouraging Active Learning in Higher Education: A Self-Determination Theory Perspective. International Journal of Technology and Inclusive Education, 5 ,716-721

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Assor, A. (2015) In John Wang, Liu Woon Chia, and Richard Ryan. (Eds.), An Instruction Sequence Promoting Autonomous Motivation for Coping with Challenging Learning Tasks. , Building Autonomous Learners: Research and Practical Perspectives using Self-determination Theory (pp. 153-168) Singapore: Springer. doi: 10.1007/978-981-287-630-0_8

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Lam, S.-f., Law, W.Chan, C.-K.Wong, B. P. H. (2015) A latent class growth analysis of school bullying and its social context: The self-determination theory perspective. School Psychology Quarterly, Vol. 30, No. 1 ,75 – 90

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Ng, B., Liu, W. C., Wang, C. K. J. (2015) A preliminary examination of teachers’ and students’ perspectives on autonomy-supportive instructional behaviors. Qualitative Research in Education, 4(2) ,192-221

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Núñez, J. L.Fernández, C., León, J.Grijalvo, F. (2015) The relationship between teacher´s autonomy support and students´ autonomy and vitality. Teachers and Teaching: Theory and Practice, 21(2) ,191-202

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León, J.Núñez, J. L.Alfonso-Ruiz, Z.Bordón, B. (2015) Music academic performance: Effect of intrinsic motivation and critical thinking. Journal of Psychodidactics, 20(2) ,377-391

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León, J.Núñez, J. L.Liew, J. (2015) Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43 ,156-163

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Núñez, J. L., León, J. (2015) Autonomy support in the classroom: A review from the Self-Determination theory. European Psychologist, 20(4) ,275-283

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Martín-Albo, J.Lombas, A. S.Jiménez, T. I.Valdivia-Salas, S. (2015) The mediating role of relatedness between repair and loneliness: A preliminary model in high school students. Journal of Happiness Studies, 16(5) ,1131-1148

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(2015) Differences in competence, autonomy, and relatedness between home educated and traditionally educated young adults. International Social Science Review, 90(2)

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Wilkesmann, U.Schmid, C. J. (2014) Intrinsic and internalized modes of teaching motivation. Evidence-based HRM, 2 ,6-27

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Assor, A., Kanat-Maymon, Y., Roth, G. (2014) In Weinstein, Netta, Parental conditional regard: Psychological costs and antecedents. , Human motivation and interpersonal relationships (pp. 215-237) Netherlands: Springer.

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Early, D. M.Rogge, R. D., Deci, E. L. (2014) Engagement, alignment, and rigor as vital signs of high-quality instruction: A classroom visit protocol for instructional improvement and research. , High School Journal , 97 (pp. 219-239)

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Katz, I.Eilot, K.Nevo, N. (2014) ‘‘I’ll do it later’’: Type of motivation, self-efficacy and homework procrastination. New York: Springer Motivation and Emotion, 38 ,111-119

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Katz, I.Cohen, R. (2014) Assessing autonomous motivation in students with cognitive impairment. London: Routledge Journal of Intellectual and Develepmental Disability, ,323-332

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Gorozidis, G.Papaioannou, A. (2014) Teachers’ motivation to participate in training and to implement innovations. Teaching and Teacher Education, ,1-11

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Digelidis, N.Karageorghis, C.Papapavlou, A.Papaioannou, A. (2014) Effects of asynchronous music on students’ lesson satisfaction and motivation at the situational level. Journal of Teaching in Physical Education, 33 ,326-341

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Leptokaridou, E.Vlachopoulos, S.Papaioannou, A. (2014) Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education. Educational Psychology, ,1-22

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Ratelle, C. F.Duchesne, S. (2014) Trajectories of psychological need satisfaction during the transition to high school as a predictor of school adjustment. Contemporary Educational Psychology, 39 ,388-400

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Roth, G. (2014) Antecedents and outcomes of teachers' autonomous motivation: A self-determination theory analysis. In P. W. Richardson, H. M. G. Watt, & S. A. Karabenick (Eds.), Teacher Motivation: Theory and Practice. , Teacher Motivation: Theory and Practice New York: Rutledge.

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Ratelle, C. F.Duchesne, S. (2014) Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school. Contemporary Educational Psychology, 39 ,388-400

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Reeve, J., Lee, W. (2014) Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106 ,527-540

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Taylor, G.Jungert, T., Mageau, G. A.Schattke, K. (2014) A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39 ,342-358

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Tian, L.Chen, H.Huebner, S, E (2014) The Longitudinal Relationships Between Basic Psychological Needs Satisfaction at School and School-Related Subjective Well-Being in Adolescents. Springer Social Indicators Research, 119 ,353-372

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Radel. R., Pelletier, L. G.Sarrazin, P.Baxter, D. (2014) The paradoxical effect of controlling context on interest in another activity. Learning and Instruction, 29 ,95-102

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Wouters A.Bakker A.H.van Wijk, I.J.Croiset G. (2014) A qualitative analysis of statements on motivation of applicants for medical school. BMC Medical Education, 14 ,200

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Kusurkar, R. A.Croiset, G. (2014) Electives support autonomy and autonomous motivation in undergraduate medical education. Medical Teacher, 36(10) ,915-916

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Katz, I.Shahar, B. (2014) What Makes a Motivating Teacher? Teachers Motivation and Beliefs as Predictors of Their Autonomy-Supportive Style. , School Psychology International , 36(6) (pp. 575-588) doi: 10.1177/0143034315609969

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Reeve, J., Vansteenkiste, M., Assor, A.Ahmad, I. (2014) The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38(1) ,93-110

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Jeno, L. M.Diseth, A. (2014) A self-determination theory perspective on autonomy support, autonomous self-regulation, and perceived school performance. Reflecting Education, 9 ,1-20

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Ryan, R. M., Schultz, P. (2014) In In Oon-Seng Tan & Woon-Chia Liu (Eds.), What Teachers Need: A Self-determination Theory Perspective on Supporting Engaged and Effective Educators. , Teacher Effectiveness: Capacity Building in a Complex Learning Era Singapore: Cengage Learning Asia Pte Ltd.

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Liu, W. C., Wang, C. K. J.Kee, Y. H.Koh, C. (2014) College students’ motivation and learning strategies profiles and academic achievement: A self-determination theory approach. Educational Psychology: An International Journal of Experimental Educational Psychology, 34(3) ,338-353

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Oga-Baldwin, W. L. Q.Nakata, Y. (2014) Supplementing the elementary foreign language course of study with a self-determination framework. International Journal of Curriculum Development and Practice, 16(1) ,13–26

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Tadic, MajaBakker, Arnold B.Oerlemans, Wido G. M. (2013) Work happiness among teachers: A day reconstruction study on the role of self-concordance. Journal of School Psychology, 51 ,735-750

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Guiffrida, D., Lynch, M. F.Wall, A.Abel, D. (2013) Do reasons for attending college affect academic outcomes? A test of a motivational model from a self-determination theory perspective. Journal of College Student Development, 54 ,121-139

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Haerens, L.Aelterman, N.Van den Berghe, L.De Meyer, J. (2013) Observing physical education teachers’ need-supportive interactions in classroom settings. Journal of Sports and Exercise Psychology, 35 ,3-17

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Ryan, R. M., Deci, E. L. (2013) In B. W. Sokol, F. M. E. Grouzet, U. Muller (Eds.), Toward a social psychology of assimilation: Self-determination theory in cognitive development and education. , Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 191-207) Cambridge, England: Cambridge University Press. doi: 10.1017/cbo9781139152198.014

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Guay, F., Ratelle, C. F.Larose, S., Vallerand, R. J. (2013) The Number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?. Contemporary Educational Psychology,

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Roth, G.Weinstock, M. (2013) Teachers’ epistemological beliefs as an antecedent of autonomy-supportive teaching. Motivation and Emotion,

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Ratelle, C. F.Simard, K., Guay, F. (2013) University students’ subjective well-being: The role of autonomy support from parents, friends, and the romantic partner. Journal of Happiness Studies, 14(3) ,893-910

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Savard, A.,, Joussemet, M.Pelletier, J.E., Mageau, G. A. (2013) The benefits of autonomy support among teenagers in social rehabilitation. Motivation and Emotion, 37(4) ,688-700

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Cheon, S. H., Reeve, J. (2013) Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation. , Psychology of Sport and Exercise , 14(4) (pp. 508–518) doi: 10.1016/j.psychsport.2013.02.002

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Patall, E. A.Dent, A. L.Oyer, M.Wynn, S. R. (2013) Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion, 37(1) ,14-32

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Madjar, N., Assor, A. (2013) In John A.C. Hattie and Eric M. Anderman (Eds.), Two types of perceived control over learning: Perceived efficacy and perceived autonomy. , The International Handbook of Student Achievement (pp. 439-441) New York: Routledge/Taylor & Francis Group..

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Chye, S. Y.Liau, A. K., Liu, W. C. (2013) Student Teachers’ Motivation and Perceptions of E-Portfolio in the Context of Problem-Based Learning. Asia-Pacific Education Researcher, 22(4) ,367-375, 0.576

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Evans, P.McPherson, G. E.Davidson, J. W. (2013) The role of psychological needs in ceasing music and music learning activities. Psychology of Music, 41(5) ,600–619

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Soenens, B.Sierens, E., Vansteenkiste, M.Goossens, L. (2012) Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104 ,108-120

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Fernet, C., Guay, F., Senecal, C.Austin, S. (2012) Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education, 28 ,514-525

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Hagger, M. S., Chatzisarantis, N. L. (2012) Transferring motivation from educational to extramural contexts: A review of the trans-contextual model. European Journal of Psychology of Education, 27 ,195-212

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Gillet, N., Vallerand, R. J.Lafrenière, M. A. K. (2012) Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education: An International Journal, 15 ,77–95

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Kusurkar, R. A.Ten Cate, T. J.Vos, C. M. P.Westers, P. (2012) How motivation affects academic performance: A structural equation modelling analysis. Advances in Health Sciences Education, Online

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Kusurkar, R. A. (2012) Motivation in medical students. PhD thesis. Perspective on Medical Education, 1(3) ,155-157

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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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Kaplan, H., Assor, A. (2012) Enhancing autonomy-supportive I–Thou dialogue in schools: Conceptualization and socio-emotional effects of an intervention program. , Social Psychology of Education , 15 (pp. 251-269) doi: 10.1007/s11218-012-9178-2

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Lee, W., Reeve, J. (2012) Teachers’ estimates of their students’ motivation and engagement: being in synch with students. Educational Psychology, 32 ,727-747

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Taylor, G.Lekes, N.Gagnon, H.Kwan, L. (2012) Need satisfaction, work-school interference and school dropout: An application of self-determination theory. British Journal of Educational Psychology, 82 ,622-646

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Assor, A. (2012) In Christenson S., Reschly A., Wylie C. (Eds.), Allowing choice and nurturing an inner compass: Educational practices supporting students’ need for autonomy. (pp. 421-439) Boston, MA: Springer. doi: 10.1007/978-1-4614-2018-7_20

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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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Kee, Y. H., Wang, C. K. J.Lim, B. S. C., Liu, W. C. (2012) In J. N. Franco & A. E. Svensgaard (Eds.), Secondary students’ motivation and learning strategies profiles: The importance of an autonomy-supportive classroom structure. , Handbook on psychology of motivation: New research (pp. 271-282) New York: Nova Publisher.

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Duchesne, S.Mercier, A., Ratelle, C. F. (2012) Vocational exploration in middle school: Motivational characteristics of students and perceptions of the learning climate. Canadian Journal of Counselling and Psychotherapy, 46(4) ,367–386

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Mouratidis, A. A., Vansteenkiste, M.Lens, W.Sideridis, G. (2011) Vitality and interest–enjoyment as a function of class-to-class variation in need-supportive teaching and pupils’ autonomous motivation. Journal of Educational Psychology, 103 ,353-366

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Kusurkar, R. A.Croiset, G.Kruitwagen, C.ten Cate, O. (2011) Validity evidence for the measurement of the strength of motivation for medical school. Advances in Health Science Education, 16 ,183-195

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Kusurkar, R. A.ten Cate, T. J.van Asperen, M.Croiset, G. (2011) Motivation as an independent and a dependent variable in medical education: A review of the literature. Medical Teacher, 33 ,e242–e262

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

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Ten Cate, T.J.Kusurkar, R. A., Williams, G. C. (2011) How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59, Medical Teacher, 33:12 ,961–973

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Roth, G., Kanat-Maymon, Y.Bibi, U. (2011) Prevention of school bullying: The important role of autonomy-supportive teaching and internalization of pro-social values. British Journal of Educational Psychology, 81 ,654–666

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Bachman, C. M.Stewart, C. (2011) Self-determination theory and web-enhanced course template development. Teaching of Psychology, 38 ,180-188

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Ciani, K. D., Sheldon, K. M.Hilpert, J. C.Easter, M. A. (2011) Antecedents and trajectories of achievement goals: A self-determination theory perspective. British Journal of Educational Psychology, 81 ,223–243

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de Bilde, J., Vansteenkiste, M.Lens, W. (2011) Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21 ,332-344

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Kyndt, E.Dochy, F.Struyven, K.Cascallar, E. (2011) The direct and indirect effect of motivation for learning on students’ approaches to learning through the perceptions of workload and task complexity. Higher Education Research & Development, 30 ,135-150

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Fernet, C. (2011) Development and validation of the Work Role Motivation Scale for School Principals (WRMS-SP). Educational Administration Quarterly, 47 ,307-331

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Wang, C. K. J., Liu, W. C.Koh, C.Tan, O. S. (2011) A motivational analysis of project work in Singapore using self-determination theory. The International Journal of Research and Review, 7 ,45-66

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Croiset, G.Ten Cate, T. J. (2011) Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from Self-Determination Theory. Medical Teacher, 33 ,978-982

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Wormington, S. V.Anderson, K. G.Corpus, J. H. (2011) The role of academic motivation in high school students’ current and lifetime alcohol consumption: Adopting a self-determination theory perspective. Journal of Studies on Alcohol and Drugs, 72 ,965-974

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Weinstock, M., Roth, G. (2011) Teachers' epistemological beliefs as predictors of support for their students' autonomy. In J. Brownlee, J. G. Schrwaw, & D. Berthelsen, Personal epistemology and teacher education. , Personal epistemology and teacher education New York: Rutledge.

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Su, Y. L., Reeve, J. (2011) A meta-analysis of the effectiveness of intervention programs designed to support autonomy. , Educational Psychology Review , 23(1) (pp. 159-188) doi: 10.1007/s10648-010-9142-7

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Jang, H., Reeve, J., Deci, E. L. (2010) Engaging students in learning activities: It’s not autonomy support or structure, but autonomy support and structure. Journal of Educational Psychology, 102 ,588-600

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Kenny, M. E.Walsh-Blair, L. Y.Blustein, D. L.Bempechat, J. (2010) Achievement motivation among urban adolescents: Work hope, autonomy support, and achievement-related beliefs. Journal of Vocational Behavior, 77 ,205–212

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Koh, C.Tan, H. S.Tan, K. C.Fang, L. (2010) Investigating the effect of 3D simulation-based learning on the motivation and performance of engineering students. The Journal of Engineering Education, 99 ,237-251

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Radel, R.Sarrazin, P.Legrain, P., Wild, T. C. (2010) Social contagion of motivation between teacher and student: Analyzing underlying processes. Journal of Educational Psychology, 102 ,577-587

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Chen, K. C.Jang, S. J. (2010) Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26 ,741–752

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Farkas, M. S., Grolnick, W. S. (2010) Examining the components and concomitants of parental structure in the academic domain. Motivation and Emotion, 34 ,266–279

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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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Katz, I.Kaplan, A.Gueta, G. (2010) Studentsâ€™ needs, teachersâ€™ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78 ,246–267

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Oliver, E. J., Markland, D. A.Hardy, J. (2010) Interpretation of self-talk and post-lecture affective states of higher education students: A self-determination theory perspective. British Journal of Educational Psychology, 80 ,307–323

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Smith, K. J.Davy, J. A.Rosenberg, D. L. (2010) An examination of the validity of the Academic Motivation Scale with a United States business student sample. Psychological Reports, 106 ,323-341

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Brault-Labbe, A.Dube, L. (2010) Engagement scolaire, bien-etre personnel et autodetermination chez des étudiants a l’universite. Canadian Journal of Behavioural Science, 42 ,80–92

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Wang, C. K. J., Liu, W. C.Chye, S. (2010) Achievement goals, implicit theories and behavioural regulation among polytechnic engineering students. The International Journal of Research and Review, 5 ,1-17

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Koka, A., Hagger, M. S. (2010) Perceived teaching behaviors and self-determined motivation in physical education: A test of self-determination theory. Research Quarterly for Exercise and Sport, 81 ,74-86

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McLachlan, S., Hagger, M. S. (2010) Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context. , Teaching and Teacher Education , 26 (pp. 1205-1211)

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Koestner, R., Taylor, G.Losier, G. F.Fichman, L. (2010) Self-regulation and adaptation during and after college: A one-year prospective study. Personality & Individual Difference, 49 ,869-873

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Guay, F., Ratelle, C. F.Roy, A.Litalien, D. (2010) Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6) ,644-653

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Renaud-Dubé, A., Taylor, G.Lekes, N., Koestner, R. (2010) Adolescents’ motivation toward the environment: Age-related trends and correlates. Canadian Journal of Behavioral Science, 42(3) ,194-199

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Bégin, C., Guay, F. (2010) Construction et validation de l’échelle de motivation à l’égard de l’orthographe (ÉMO). Mesure et évaluation en éducation, 33(1) ,63-77

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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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Sierens, E., Vansteenkiste, M.Goossens, L. (2009) The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79 ,57-68

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Taylor, I. M., Ntoumanis, N.Smith, B. (2009) The social context as a determinant of teacher motivational strategies in physical education. Psychology of Sport and Exercise, 10 ,235-243

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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

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Vansteenkiste, M., Soenens, B.Lens, W. (2009) What is the usefulness of your schoolwork?: The differential effects of intrinsic and extrinsic goal framing on optimal learning. Theory and Research in Education, 7 ,155-163

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Reeve, J.Halusic, M. (2009) How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7 ,145-154

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Grolnick, W. S. (2009) The role of parents in facilitating autonomous self-regulation for education. Theory and Research in Education, 7 ,164-173

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Pelletier, L. G.Sharp, E. C. (2009) Administrative pressures and teachers’ interpersonal behaviour in the classroom. Theory and Research in Education, 7 ,174-183

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Patrick, H., Williams, G. C. (2009) Self-determination in medical education: Encouraging medical educators to be more like blues artists and poets. Theory and Research in Education, 7 ,184-193

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Ntoumanis, N., Standage, M. (2009) Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7 ,194-202

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Landry, R.Allard, R.Deveau, K. (2009) Self-determination and bilingualism. Theory and Research in Education, 7 ,203-213

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Rigby, C. S., Przybylski, A. K. (2009) Virtual worlds and the learner hero: How today’s video games can inform tomorrow’s digital learning environments. Theory and Research in Education, 7 ,214-223

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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

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Assor, A., Kaplan, H.Feinberg, O.Tal, K. (2009) Combining vision with voice: A learning and implementation structure promoting teachers’ internalization of practices based on self-determination theory. Theory and Research in Education, 7 ,234-243

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Deci, E. L. (2009) Large-scale school reform as viewed from the self-determination theory perspective. Theory and Research in Education, 7 ,244-252

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Chirkov, V. I. (2009) A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7 ,253-262

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Ryan, R. M., Niemiec, C. P. (2009) Self-determination theory in schools of education: Can an empirically supported framework also be critical and liberating?. Theory and Research in Education, 7 ,263-272

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Nie, Y.Lau, S (2009) Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary Educational Psychology, 34 ,185-194

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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)

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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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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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Ryan, R. M., Deci, E. L. (2009) Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & A. Wigfield (Eds.), Handbook on motivation at school. (pp. 171-196) New York, NY: Routledge.

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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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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

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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

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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.

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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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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 individualsâ€™ 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

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Wang, C. K. J., Liu, W. C. (2008) Teachers’ motivation to teach national education in Singapore: A self-determination theory approach. Asia Pacific Journal of Education, 28 ,395-410

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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

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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

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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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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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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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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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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

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Sheldon, K. M.Krieger, L. S. (2007) Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33 ,883-897

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

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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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Liu, W. C.Tan, O. S., Wang, C. K. J.Koh, C. (2007) In D. M. McInerney, S. Van Etten, & M. Dowson (Eds.), Motivation in the context of project work: The self-determination perspective. , Research on sociocultural influences on motivation and learning: Standards in education (pp. 189-213) Charlotte, NC: Information Age Publishing.

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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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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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Vansteenkiste, M.Lens, W., Deci, E. L. (2006) Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41 ,19-31

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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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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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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 TheorieÃ«n 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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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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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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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

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Pelletier, L. G.Patry, D. (2006) Autodétermination et engagement professionnel des enseignants. In B. Galand & E. Bourgeois (Eds.), Se motiver à apprendre. (pp. 171-182) Paris, France: Presses Universitaires de France.

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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.

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Liu, W. C.Wong, A. F. L.Divaharan, S.Peer, J. (2006) Students’ intrinsic motivation in project-based learning using an asynchronous discussion platform. Educational Research Journal, 21(2) ,17-234

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(2006) Effects of a five-day Outward Bound course on female students in Singapore. Australian Journal of Outdoor Education, 10(2) ,20-28

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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 and motivation. , 1st Edition (pp. 354-374) New York: Guilford Press.

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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.

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Soenens, B., Vansteenkiste, M. (2005) Antecedents and outcomes of self-determination in three life domains: The role of parentsâ€™ and teachersâ€™ 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

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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

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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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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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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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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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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

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Alonso, J. L.Lucas, J. M.Izqueirda, J. G. (2005) Validación de la versión Española de la Ėchelle de Motivation en Ėducation. Software, Instrumentación y Metodologia, 17 ,344-349

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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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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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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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Fernández, H.Vasconcelos-Raposo, J.Lázaro, J. P. (2004) ValidaciÃ³n y AplicaciÃ³n de Modelos TeÃ³ricos Motivacionales en el Contexto de la EducaciÃ³n FÃsica. Cuadernos de Psicologia del Deporte, 4 ,Nums 1y 2

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Vansteenkiste, M.Simons, J.Lens, W., Soenens, B. (2004) Less is sometimes more: Goal-content matters. Journal of Educational Psychology, 96 ,755-764

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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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Alfi, O.Katz, I., Assor, A. (2004) Learning to allow temporary failure: Potential benefits, supportive practices and teacher concerns. Journal of Education for Teaching, 30 ,27-41

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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 (pp. 4-18)

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Blanchard, C. M., Pelletier, L. G.Otis, N.Sharp, E. (2004) Role de l’autodetermination et des aptitudes scolaires dans la prediction des absences scolaires et l’intention de decrocher. Revue des sciences de l’éducation, 30 ,105-123

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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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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

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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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Nadeau, M., Senecal, C., Guay, F. (2003) Les determinants de la procrastination academique: Un modele mediationnel du contexte familial et des processus du soi [The determinants of academic procrastination: A mediational model of the family context and processes of the self]. Canadian Journal of Behavioural Science, 35 ,97-110

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

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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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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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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

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

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La Guardia, J. G., Ryan, R. M. (2002) A self-determination theory perspective on development within families, school, and society. Academic motivation of adolescents. , Academic motivation of adolescents (pp. 193-219) Information Age Publishing.

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

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Deci, E. L., Koestner, R., Ryan, R. M. (2001) Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research., 71(1) ,1-27

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Guay, F.Boggiano, A. K. (2001) Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27 ,643-650

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Noels, K. A.Clement, R., Pelletier, L. G. (2001) Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57 ,424-442

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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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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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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(6) ,740-756

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

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Patrick, B. C.Hisley, J.Kempler, T. (2000) What’s everybody so excited about? The effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68 ,217-236

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Deci, E. L., Ryan, R. M. (2000) In G. A. Straka (Ed.), What is the self in self-directed learning?. , Conceptions of self-directed learning: Theoretical and conceptual considerations (pp. 75-92) Muenster, Germany: Waxmann.

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Ryan, R. M., La Guardia, J. G. (1999) Achievement motivation within a pressured society: Intrinsic and extrinsic motivations to learn and the politics of school reform. In T. Urdan (Ed.), Advances in motivation and achievement. , 11 (pp. 45-85) Greenwich, CT: JAI Press.

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Noels, K. A.Clement, R., Pelletier, L. G. (1999) Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. Modern Language Journal, 83 ,23-34

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

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

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

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Sheldon, K. M.Biddle, B. J. (1998) Standards, accountability, and school reform: Perils and pitfalls. Columbia University: Teachers College Teachers College Record, 100 ,164-180

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

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Deci, E. L., Kasser, T., Ryan, R. M. (1997) Self-determined teaching in colleges and universities: Possibilities and obstacles. In J. Bess (Ed), Teaching well and liking it: Motivating faculty to teach effectively. (pp. 57-71) Baltimore: The Johns Hopkins University Press.

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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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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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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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Miserandino, M. (1996) Children who do well in school: Individual differences in perceived competence and autonomy in above average children. Journal of Educational Psychology, 88(2) ,203-214

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

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

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

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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 FÃ¼r Die PÃ¤dagogik. Zeitschrift Für Pädagogik, 39 ,223-238

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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

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

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

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

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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

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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, 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

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

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

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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

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

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

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

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

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

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

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

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

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

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

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

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

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Deci, E. L.Schwartz, A. J.Sheinman, L., Ryan, R. M. (1981) An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73(5) ,642-650

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

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