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Chiu, T. (2024) Using self-determination theory (SDT) to explain student STEM interest and identity development. Instructional Science, 52 ,89-107

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Jang, H-R.Basarkod, G., Reeve, J.Marsh, H. (2024) Longitudinal reciprocal effects of agentic engagement and autonomy support: Between- and within-person perspectives. Journal of Educational Psychology, 116(1) ,20-35

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Boncquet, M.Flamant, N.Lavrijsen, J., Vansteenkiste, M. (2024) The unique importance of motivation and mindsets for students’ learning behavior and achievement: An examination at the level of between-student differences and within-student fluctuations. Journal of Educational Psychology, 116(3) ,448–465

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Evans, P., Vansteenkiste, M.Parker, P.Kingsford-Smith, A. (2024) Cognitive load theory and its relationships with motivation: A self‐determination theory perspective. Educational Psychology Review, 36(7)

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Vermote, B., Vansteenkiste, M., Soenens, B.Beyers, W. (2024) Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach. Studies in Higher Education, Advance online publication

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Howard, J. L., Slemp, G.Wang, X. (2024) Need support and need thwarting: A meta-analysis of autonomy, competence, and relatedness supportive and thwarting behaviors in student populations. Personality and Social Psychology Bulletin, Advance online publication

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Huyghebaert‐Zouaghi, T., Ntoumanis, N.Thomas, J.Badré, S. (2024) Rethinking students’ psychological need states: The unique role of need unfulfilment to understanding ill‐being in academic settings. Stress and Health, Advance online publication

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Vedder-Weiss, D., Roth, G.Mishaeli, Y. (2024) Supporting teacher reflection and motivation through psychological needs satisfaction in collaborative reflection-based PD. The Journal of Experimental Education, Advance online publication

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Urban, M.Pesout, O.Urban, K. (2024) Investigating the relationship between need satisfaction and creative performance: Intrinsically motivated students value creativity. Psychology of Aesthetics Creativity and the Arts, Advance online publication

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Siacor, K. H.Ng, B., Liu, W. C. (2024) Fostering student motivation and engagement through teacher autonomy support: A self-determination theory perspective. International Journal of Instruction, 17(2) ,583-598

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Arvanitis, A. (2024) Expressing and developing wisdom: A self-determination theory approach. Motivation Science, Advance online publication

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Tulinao, J. C. S.Bailey, M. (2024) Integrating Systems Thinking and Project Based Learning in Supporting Basic Psychological Needs: A Proposed Model for Filipino STEM Students. Cognizance Journal of Multidisciplinary Studies, 4(2) ,291-313

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King, T.Smits, A.Jaarsma, D.Voogt, J. (2024) What need-supportive and need-thwarting teaching behaviors do university teachers use in their honors classes? An observational study. International Journal of Educational Research, 6 ,100331

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Huber, S. E.Kiili, K.Nebel, S., Ryan, R. M. (2024) Leveraging the potential of large language models in education by playful and game-based learning. Educational Psychology Review, 36 ,25

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De Jonge, S.Opdecam, E., Haerens, L. (2024) Test anxiety fluctuations during low-stakes secondary school assessments: The role of the needs for autonomy and competence over and above the number of tests. Contemporary Educational Psychology, 77 ,102273

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Langdon, J. L.Brady, A.Botnaru, D. (2024) Need satisfaction, motivation, and learning strategies in undergraduate kinesiology students. International Journal of Kinesiology in Higher Education, Advance online publication

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Grassinger, R.Landberg, M.Määttä, S.Vasalampi, K. (2024) Interplay of intrinsic motivation and well‐being at school. Motivation and Emotion, 48 ,147-154

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Shin, M.Adame, E. A. (2024) Helicopter parenting and first-semester students’ adjustment to college: A self-determination theory perspective. Journal of Social and Personal Relationships, 41(2) ,372-389

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Cheon, S. H., Reeve, J.Jang, H-R.Pink, M. A. (2024) Autonomy-supportive teaching leads to autonomy-supportive parenting: A teacher-to-parent relationship spillover effect. Teaching and Teacher Education, 144 ,104548

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Patall, E. A. (2024) Agentic engagement: Transcending passive motivation. Motivation Science, Advance online publication

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Chiu, T.Falloon, G.Song, Y.Wong, V. W. L. (2024) A self-determination theory approach to teacher digital competence development. Computers & Education, 214 ,105017

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Johansen, M. O.Eliassen, S., Jeno, L. M. (2024) Autonomy need satisfaction and frustration during a learning session affect perceived value, interest, and vitality among higher education students. Scandinavian Journal of Educational Research, Advance Online

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Kristensen, S. M., Jeno, L. M. (2024) The developmental trajectories of teacher autonomy support and adolescent mental well‐being and academic stress. Social Psychology of Education, Advance Online

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Sosin, A.Kramer, A. C.Neubauer, A. B. (2024) Week-to-week fluctuations in autonomous study motivation: Links to need fulfillment and affective well-being. Journal of Educational Psychology, 116(1) ,36-47

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Curren, R.Boniwell, I., Ryan, R. M.Oades, L. (2024) Finding consensus on well-being in education. Theory and Research in Education, 22(2) ,117-157

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Sharabi, Y., Roth, G. (2024) Emotion regulation styles and the tendency to learn from academic failures. British Journal of Educational Psychology, Advance online publication

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David, L., Weinstein, N. (2024) The how and how much of technology use in the classroom: A motivational approach to teachers’ technology use. European Journal of Education: Research, Development, and Policy, Advance online publication

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Wang, Y.Wang, H.Wang, S.Wind, S. A. (2024) A systematic review and meta-analysis of self-determination-theory-based interventions in the education context. Learning and Motivation, 87

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Reeve, J.Cheon, S. H. (2024) Learning how to become an autonomy-supportive teacher begins with perspective taking: A randomized control trial and model test. Teaching and Teacher Education, 148 ,104702

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Malboeuf-Hurtubise, C., Taylor, G.Lambert, D.Paradis, P-O. (2024) Impact of a mindfulness-based intervention on well-being and mental health of elementary school children: Results from a randomized cluster trial. Scientific Reports, 14 ,15894

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Hutomo, B. A.Kurniawati, F. (2024) The importance of basic psychological needs satisfaction in higher education: A systematic literature review. G-Couns: Jurnal Bimbingan Dan Konseling, 9(1) ,233–246

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Desouky, S.Ibrahim, I.Aboalhasan, N. (2024) The Effectiveness of a Training Program Based on Self-determination Theory in Developing Achievement Motivation among Academically Observed Students in the College of Education in Port Said فعانُة بسنامح تدزَبٍ قائم عهً نظسَة انتحدَد انراتٍ في تنمُة دافعُة الإنجاش ندي انطلاب المُلاحظين أكاديمُا بكهُة انتربُة ببىزسعُد. Faculty of Education Journal – Port Said University, 46

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King, R. B.Haw, J. Y.Wang, Y. (2024) Need-support facilitates well-being across cultural, economic, and political contexts: A self-determination theory perspective. Learning and Instruction, 93 ,101978

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Cullen, S.Oppenheimer, D. (2024) Choosing to learn: The importance of student autonomy in higher education. , Psychological Science , 10(29) doi: 10.1126/sciadv.ado6759

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Richards, D. K.Schwebel, F. J.Field, C. A.Pearson, M. R. (2024) 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, 56(2) ,177-186

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Codina, N.Castillo, I.Pestana, J. V.Valenzuela, R. (2024) Time perspectives and procrastination in university students: Exploring the moderating role of basic psychological need satisfaction. BMC Psychology, 12(5)

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van den Bogaard, D., Soenens, B.Brenning, K.Flamant, N. (2024) Can students learn to optimize their need‐based experiences and mental health during a stressful period? Testing a need‐crafting intervention in higher education. , Journal of Happiness Studies , 25(49) doi: 10.1007/s10902-024-00761-8

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Sutter, C. C.Haugen, J. S.Campbell, L. O.Jones, J. L. T. (2023) 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 , 5 (pp. 1-12) doi: 10.1007/s42380-021-00108-4

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Jeno, L. M.Nylehn, J.Hole, T. N.Raaheim, A. (2023) Motivational determinants of students’ academic functioning: The role of autonomy-support, autonomous motivation, and perceived competence. Scandinavian Journal of Educational Research, 67(2) ,194-211

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Cho, H. J., Levesque, C. S.Yough, M. (2023) How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective. Learning Environments Research, 26 ,51-76

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Vermote, B., Vansteenkiste, M.Aelterman, N., Van der Kaap-Deeder, J. (2023) Teachers’ psychological needs link social pressure with personal adjustment and motivating teaching style. The Journal of Experimental Education, 91(4) ,696-717

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Ahmadi, A., Noetel, M., Parker, P., Ryan, R. M., Ntoumanis, N., Reeve, J. (2023) A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology, 115(8) ,1158–1176

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Cohen, R.Alterman, N., Vansteenkiste, M. (2023) Understanding shifts in students’ academic motivation across a school year: The role of teachers’ motivating styles and need‐based experiences. European Journal of Psychology of Education, 38 ,963-988

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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, 93(2) ,437-452

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Champ, R. E.Adamou, M.Tolchard, B. (2023) Seeking connection, autonomy and emotional feedback: A Self-Determination Theory of self-regulation in attention deficit hyperactivity disorder. Physiological Reviews, 130(3) ,569-603

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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, 33(2) ,496-513

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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, 45(1) ,26-40

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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 , 78(7) (pp. 856-872) 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. Frontiers, 14

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Serrano, J. W.Abu-Ramadan, T. M.Vasko, J. M.Leopold, D. R. (2023) ADHD and psychological need fulfillment in college students. Journal of Attention Disorders, 27(8) ,912-924

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Hughes, D. J.Adie, J. W.Kratsiotis, I. K.Bartholomew, K. J. (2023) Dark personality traits and psychological need frustration explain future levels of student satisfaction, engagement, and performance. Learning and Individual Differences, 103 ,102273

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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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Langdon, J. L.Van Arkel, J.Greene, K. (2023) Exploring virtual coach education in USA Lacrosse. International Journal of Sport Coaching, 10(3) ,399-409

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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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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 (2023) “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, 71(4) ,227-243

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Arvanitis, A.Barrable, A.Touloumakos, A. K. (2023) The relationship between autonomy support and structure in early childhood nature‐based settings: Practices and challenges. Learning Environments Research,

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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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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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Patall, E. A.Yates, N.Lee, J.Chen, M. (2023) A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement. Educational Psychologist, 59(1) ,42-70

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David, L., Weinstein, N. (2023) Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement. European Journal of Psychology of Education, Advance Online

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Alivernini, F.Manganelli, S.Lucidi, F.Cavicchiolo, E. (2023) Understanding and supporting the motivation of students from low-income families. Contemporary Educational Psychology, 73 ,102177

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Collie, R. J. (2023) Teacher well-being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3) ,712-726

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Ryan, R. M., Reeve, J., Matos, L.Cheon, S. H. (2023) In R. M. Ryan (Ed.), Education as flourishing: Self-determination theory in schools as they are and as they might be. Oxford University Press The Oxford handbook of self-determination theory, ,591-618

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Flunger, B., Chanal, J. (2023) In G. Hagenauer, R. Lazarides, & H. Järvenoja (Eds.), Explaining the context-specificity of student motivation: A self-determination perspective. Routledge Motivation and emotion in learning and teaching across educational contexts: Theoretical and methodological perspectives and empirical insights, ,(pp.54-68)

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Paumier, D., Chanal, J. (2023) The differentiated mediation effect of academic autonomous and controlled motivation in the relation between self-concept and achievement. Learning and Motivation, 83 ,101918

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Alamer, A.Alrabai, F. (2023) The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1) ,148-168

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Noetel, M.Parker, P.Dicke, T.Beauchamp, M. R. (2023) Prediction Versus Explanation in Educational Psychology: a Cross‐Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education. Educational Psychology Review, 35 ,73

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Alamer, A.Alrabai, F. (2023) The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1) ,148-168

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Alamer, A.Al Khateeb, A., Jeno, L. M. (2023) Using WhatsApp increases language students’ self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning, 39(2) ,417-431

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Oga-Baldwin, W. L. Q., Parrish, A., Noels, K.A. (2023) Taking root: Self-determination in language education. Journal for the Psychology of Language Learning, 4(1) ,e41111

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Alamer, A.Morin, A. J. S.Alrabai, F.Alharfi, A. (2023) Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement. Acta Psychologica, 240 ,104021

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Behzadnia, B.Mollaei Zangi, F.Rezaei, F.Eskandarnejad, M. (2023) Predicting students’ basic psychological needs, motivation, and well-being in online physical education: A semester-term longitudinal study. International Journal of Sport and Exercise Psychology, Advance online publication

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Wilkesmann, U. (2023) In Liudvika Leisyte, Jay Dee & Barend van der Meule, The organizational transformation of universities: Using motivation theories to explain the micro–macro link. , Research Handbook on the Transformation of Higher Education Edward Elgar Publishing Ltd..

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Metzler, M.Esmat, T. A., Langdon, J. L.Edwards, O. V. (2022) The impact of transitioning to emergency remote instruction on perceptions of preparation, institutional support and teaching effectiveness. College Teaching, 70(3) ,368-379

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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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Flunger, B.Hollmann, L.Hornstra, L.Murayama, K. (2022) 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, 77 ,101500

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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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Teuber, Z.Tang, X.Sielemann, L.Otterpohl, N. (2022) Autonomy-related parenting profiles and their effects on adolescents’ academic and psychological development: A longitudinal person-oriented analysis. Journal of Youth and Adolescence, 51 ,1333-1353

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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 , 80 (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 , 114(2) (pp. 368–392) doi: 10.1037/edu0000614.supp

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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, 70 ,931–949

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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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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, 42(10) ,1263-1282

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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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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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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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Hair, J., Alamer, A. (2022) Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3) ,100027

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Shelton-Strong, S. J. (2022) Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26(5) ,963-985

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(2022) In Jo Mynard & Scott J. Shelton-Strong, Ed., Autonomy support beyond the language learning classroom: A self-determination theory perspective. Bristol, UK: Multilingual Matters

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Shirvan, M. E., Alamer, A. (2022) Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement. Journal of Multilingual and Multicultural Development, Advance Online

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Al-Hoorie, A. H., Oga-Baldwin, W. L. Q.Hiver, P.Vitta, J. P. (2022) Self-Determination mini-theories in second language learning: A systematic review of three decades of research. PsyArXiv, Advance Online

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Mynard, J.Shelton-Strong, S. J. (2022) Self-Determination Theory: A proposed framework for self-access language learning. Journal for the Psychology of Language Learning, 4(1) ,e414522

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Meristo, M. (2022) University students’ motivation to study the French language: A time trend study. Journal for the Psychology of Language Learning, 4(1) ,e19222

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Alamer, A. (2022) Basic psychological need satisfaction and continued language learning during a pandemic: A structural equation modelling approach. Journal for the Psychology of Language Learning, 4(1) ,e14322

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Alamer, A. (2022) Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit. System, 108 ,102850

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Davis, W. S. (2022) Autonomy, competence, relatedness, and beneficence: Exploring the interdependence of basic needs satisfaction in postsecondary world language education. Journal for the Psychology of Language Learning, 4(1) ,e15422

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Shelton-Strong, S. J. (2022) Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support. Psychology of Language and Communication, 26(1) ,415-499

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Oga-Baldwin, W. L. Q.Hirosawa, E. (2022) In In A. H. Al-Hoorie & F. Szabó (Eds.), Self-determined motivation and engagement in language: A dialogic process. , Researching Language Learning Motivation: A Concise Guide (pp. 71-80) Bloomsbury. doi: 10.1007/978-3-030-28380-3_5

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Jeon, J. (2022) Exploring a self-directed interactive app for informal EFL learning: A self-determination theory perspective. Education and Information Technologies, 27(4) ,5767–5787

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Leeming, P.Harris, J. (2022) Measuring foreign language students’ self‐determination: A Rasch validation study. Language Learning, 72(3) ,646–694

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Alamer, A. (2022) Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44(1) ,164-184

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Alamer, A.Marsh, H. (2022) Exploratory structural equation modeling in second language research: An applied example using the dualistic model of passion. Studies in Second Language Acquisition, 44(5) ,1477-1500

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Chu, T. L.Zhang, T. (2022) Motivational processes in college freshmen’s exercise participation: A goal content theory perspective. Journal of American College Health, 70(6) ,1794-1802

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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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Burel, N.Tessier, D., Langdon, J. L. (2021) 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, 36 ,1221-1241

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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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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, 10(5) ,272-278

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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, 77(6) ,452-480

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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, 47 ,186-200

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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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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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Salikhova, N. R., Lynch, M. F.Salikhova, A. B. (2021) Adult learners’ responses to online learning: A qualitative analysis grounded in self-determination theory. EURASIA Journal of Mathematics, Science and Technology Education, 17

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Shelton-Strong, S. J.Mynard, J. (2021) Promoting positive feelings and motivation for language learning: the role of a confidence- building diary. , Innovation in Language Learning and Teaching , 15(5) (pp. 458-472) doi: 10.1080/17501229.2020.1825445

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Alamer, A.Al Khateeb, A. (2021) Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted LAnguAge LeArning,

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Printer, L. (2021) Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): A self-determination theory perspective. The Language Learning Journal, 49(3) ,288-301

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Alamer, A. (2021) Construct validation of Self-Determination Theory in second language scale: The bifactor exploratory structural equation modeling approach. Frontiers in Psychology, 12 ,732016

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Parrish, A. (2021) Feminisation, masculinisation and the other: Re-evaluating the Language Learning Decline in England. The Language Learning Journal, 51(1) ,94-111

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Alamer, A.Almulhim, F. (2021) The interrelation between language anxiety and self-determined motivation; A mixed methods approach. Frontiers in Education, 6 ,618655

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Alamer, A.Lee, J. (2021) Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 0(0) ,1-22

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Jeno, L. M.Diseth, A.Grytnes, J-A. (2021) Testing the METUX Model in Higher Education: Interface and Task Need–Satisfaction Predict Engagement, Learning, and Well-Being. Frontiers in Psychology, 12 ,631564

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Daniels, R.Cormier, J.Gore, J.McMahan, E. (2021) The impact of need satisfaction on college athlete burnout. The Sport Journal, 22

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Wilkesmann, U.Vorberg, R. (2021) The influence of relatedness and organizational resources on teaching motivation in continuing higher education. Journal for Research on Adult Education, 44 ,263-284

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

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Meristo, M. (2020) La satisfaction des besoins psychologiques fondamentaux et la motivation pour apprendre le français langue étrangère chez des étudiants estoniens universitaires. Synergies pays riverains de la Baltique, 14 ,27-39

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Howard, J. L.Chong, J. X. Y.Bureau, J. S. (2020) The tripartite model of intrinsic motivation in education: A 30‐year retrospective and meta‐analysis. Journal of Personality, 88(6) ,1268-1285

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Oga-Baldwin, W. L. Q.Nakata, Y. (2020) How teachers promote young language learners’ engagement. Language Teaching for Young Learners, 2(1) ,101–130

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Slemp, G.Field, J. G.Cho, A. S. H. (2020) A meta-analysis of autonomous and controlled forms of teacher motivation. Journal of Vocational Behavior, 121 ,103459

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Chanal, J.Paumier, D. (2020) The school-subject-specificity-hypothesis: Implication in the relationship with grades. PlosOne, 15(4) ,e0230103

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Munoz-Restrepo, A.Ramirez, M.Gaviria, S. (2020) Strategies to enhance or maintain motivation in learning a foreign language. Profile: Issues in Teachers’ Professional Development, 22(1) ,175-188

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Oga-Baldwin, W. L. Q. (2020) Show them how, but don’t intrude: Autonomy support promotes EFL classroom attendance and achievement, teacher control hinders it. , Language Teacher , 5 doi: 10.37546/JALTTLT44.3-1

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Parrish, A. (2020) Modern foreign languages: decision-making, motivation and 14–19 schools. Cambridge Journal of Education, 50(4) ,469-481

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Oga-Baldwin, W. L. Q.Fryer, L. K. (2020) Profiles of language learning motivation: Are new and own languages different?. Learning and Individual Differences, 79 ,101852

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Weinstein, N.Chubb, J.Haddock, G.Wilsdon, J. (2020) A conducive environment? The role of need support in the higher education workplace and its effect on academics’ experiences of research assessment in the UK. Higher Education Quarterly,

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Neufeld, A.Malin, G. (2020) How medical students’ perceptions of instructor autonomy-support mediate their motivation and psychological well-being. Medical Teacher, 42:6 ,650-656

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Wilkesmann, U.Lauer, S. (2020) The influence of teaching motivation and New Public Management on academic teaching. Studies in Higher Education, 45(2) ,434-451

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

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

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

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

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Cheon, S.H., Reeve, J.Lee, Y., Ntoumanis, N. (2019) Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study. , Journal of Educational Psychology , 111 (pp. 685-702) doi: 10.1037/edu0000306

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

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

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

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

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

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Vansteenkiste, M.Aelterman, N., Haerens, L., Soenens, B. (2019) Seeking stability in stormy educational times: A need-based perspective on (de)motivating teaching grounded In self-determination theory. Motivation in Education at a Time of Global Change, 20 ,53-80

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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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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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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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Al-Zghoul, R.Al-Dababi, K.Abdelrahman, A. (2019) The psychological needs in view of self-determination theory and its relationship to happiness among Yarmouk University students الحاجات النفسية في ضوء نظرية تحديد الذات وعلاقتها بالسعادة لدى طلبة جامعة اليرموك. Dirasat Human and Social Sciences, 46(1) ,47-61

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

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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, N., 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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Kusurkar, R. A. (2018) Autonomous motivation in medical education. Medical Teacher, 41(9) ,1083-1084

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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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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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Patall, E. A.Steingut, R. R.Vasquez, A. C.Trimble, S. R. (2018) Daily autonomy supporting or thwarting and students’ motivation, engagement, and disaffection in the high school science classroom. Journal of Educational Psychology, 110(2) ,268-288

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Patall, E. A.Hooper, S. Y.Vasquez, A. C.Pituch, K. A. (2018) Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective. Learning and Instruction, 58 ,220-231

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Patall, E. A.Steingut, R. R.Freeman, J. L.Pituch, K. A. (2018) Gender disparities in students’ motivational experiences in high school science classrooms. Science Education, 102(5) ,951-977

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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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Oga-Baldwin, W. L. Q.Fryer, L. K. (2018) Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion, 42 ,527-545

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Orsini, C.Binnie, V.Wilson, S.Villegas, M. J. (2018) Learning climate and feedback as predictors of dental students’ self-determined motivation: The mediating role of basic psychological needs satisfaction. European Journal of Dental Education, 22(2) ,e228-e236

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Freer, E., Evans, P. (2018) Psychological needs satisfaction and value in students’ intentions to study music in high school. Psychology of Music, 46(6) ,881–895

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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) A multicenter study on medical school selection, motivation, engagement and academic performance. Advances in Health Sciences Education, 2(22) ,447–462

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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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Lewis, V.Martina, C. A.McDermott, M. P.Chaudron, L. (2017) Mentoring interventions for underrepresented scholars in biomedical and behavioral sciences: Effects on quality of mentoring interactions and discussions. , CBE-Life Sciences Education , 16(3) (pp. ar44) doi: 10.1187/cbe.16-07-0215

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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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Patall, E. A.Vasquez, A. C.Steingut, R. R.Trimble, S. R. (2017) Supporting and thwarting autonomy in the high school science classroom. Cognition & Instruction, 35(4) ,337-362

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Jeno, L. M.Raaheim, A.Kristensen, S. M.Kristensen, K. D. (2017) The relative effect of team-based learning on motivation and learning: A self-determination theory perspective.. CBE-Life Sciences Education, 16

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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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Ruiz-Alfonso, Z., León, J. (2017) Passion for math: Relationships between teacher emphasis on the usefulness of class contents, motivation, and grade. Contemporary Educational Psychology, 51 ,284-292

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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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Ratelle, C. F.Duchesne, S. (2017) Predicting school adjustment from multiple perspectives on parental behaviors. Journal of Adolescence, 54 ,60-72

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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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Jang, H., Reeve, J.Halusic, M. (2016) A new autonomy-supportive way of teaching that increases conceptual learning: teaching in students’ preferred ways. The Journal of Experimental Education, 84(4) ,686-701

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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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Murayama, K.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. New York: Routledge Handbook of Motivation at School, ,424-439

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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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Collie, R. J.Shapka, J. D.Perry, N. E.Martin, A. J. (2016) Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108(6) ,788–799

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Noels, K.A.Chaffee, K.E.Lou, N.M.Dincer, A. (2016) Self-determination, engagement, and identity in learning German: Some directions in the psychology of language learning motivation. Fremdsprachen Lehren und Lernen, 45(2) ,12-29

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Sun, L., Frederick, C.Sanjuan Espejo, P.Cunningham, R. (2016) Can we teach a programming language as a second language?. New Orleans, LA: Proceedings of the ASEE Annual Conference and Exposition,

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Lonsdale, C.Sanders, T.Cohen, K. E.Parker, P. (2016) Scaling-up an efficacious school-based physical activity intervention: Study protocol for the ‘Internet-based Professional Learning to help teachers support Activity in Youth’(iPLAY) cluster randomized controlled trial and scale-up implementation evaluation. , BMC Public Health , 16(1) (pp. 873) doi: 10.1186/s12889-016-3243-2.

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Slingerland, M.Borghouts, L.Jans, L.Weeldenburg, G. (2016) Development and optimisation of an in-service teacher training programme on motivational assessment in physical education. European Physical Education Review, 23(1) ,1-19

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Cordeiro, P.Paixão, P.Lens, W.Lacante, M. (2016) Factor structure and dimensionality of the balanced measure of psychological needs among Portuguese high school students: Relations to well-being and ill-being. Learning and Individual Differences, 47 ,51-60

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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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Grolnick, W. S.Raftery-Helmer, J. N.Flamm, E. S.Marbell, K. N. (2015) Parental provision of academic structure and the transition to middle school. Journal of Research on Adolescence, 25 ,668-684

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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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Oga-Baldwin, W. L. Q.Nakata, Y. (2015) Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes. Japanese Psychological Research, 57(3) ,167-179

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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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Noels, K.A. (2015) Supporting students’ self-determined motivation to learn languages. Contact: English Language Learning Magazine, 41 ,21-32

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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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Schiffrin, H. H.Liss, M.Miles-McLean, H.Geary, K. A. (2014) Helping or hovering? The effects of helicopter parenting on college students’ well-being. Journal of Child and Family Studies, 23 ,548–557

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McEown, M.S., Noels, K.A.Chaffee, K.E. (2014) In K. Cziser and M. Magid (Ed.), The Interface between the Socio-Educational Model, Self-Determination Theory, and the L2 Motivational System Model. (pp. 19-50) Bristol, UK: Multilingual Matters.

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McEown, E.S., Noels, K.A.Saumure, K.D. (2014) Students’ self-determined and integrative orientations and teachers’ motivational support in a Japanese as a foreign language context. System, 45 ,227-241

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Barkoukis, V.Taylor, I.M.Chanal, J., Ntoumanis, N. (2014) The relation between student motivation and student grades in PE: A three-year investigation. Scandinavian Journal of Medicine and Science in Sports, 5 ,406-414

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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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Noels, K.A. (2013) In M. Apple, D. Da Silva, & T. Fellner (Ed.), Learning Japanese; learning English: Promoting motivation through autonomy, competence and relatedness. (pp. 15-34) Bristol, UK: Multilingual Matters.

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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. New York: Nova Publisher Handbook on psychology of motivation: New research, ,271-282

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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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Trepanier, S, Fernet, C.Austin, S. (2012) Social and motivational antecedents of perceptions of transformational leadership: A self-determination theory perspective. Canadian Journal of Behavioural Science, 44 ,272-277

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Standage, M.Gillison, F. B., Ntoumanis, N.Treasure, G. C. (2012) Predicting students’ physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport & Exercise Psychology, 34 ,37-60

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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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Reeve, J.Tseng, T. M. (2011) Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35 ,63-74

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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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Nofal, M. (2011) Differences in learning motivation based on self-determination theory of students in educational sciences faculties at the Jordanian Universities الفروق في دافعية التعلم المستندة إلى نظرية تقرير الذات لدى عينة من طلبة كليات العلوم التربوية في الجامعات الأردنية. An-Najah University Journal for Research - B (Humanities), 25(2) ,277-308

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National Research Council (2011) In M. Hout and S. W. Elliott (Eds.), Incentives and test-based accountability in education. National Academy Press

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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(3) ,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) Students’ needs, teachers’ 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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Bakar, K. A.Sulaiman, N. F.Rafaai, Z. A. M. (2010) Self-Determination Theory and motivational orientations of Arabic learners: A principal component analysis. GEMA Online Journal of Language Studies, 10(1) ,71-86

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Sierens, E., Vansteenkiste, M.Goossens, L., Soenens, B. (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(2) ,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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Comanaru, R., Noels, K.A. (2009) Self-determination, motivation, and the learning of Chinese as a heritage language. Canadian Modern Language Review, 66 ,131-158

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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 individuals’ learning and performance? An experimental test of the match-perspective vs. self-determination theory. Journal of Educational Psychology, 100(2) ,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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Boiché, J. C.Sarrazin, P. G., Grouzet, F. M., Pelletier, L. G. (2008) Students motivational profiles in physical education and achievement outcomes: A Self-Determination Theory perspective. Journal of Educational Psychology, 100 ,688-701

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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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Vansteenkiste, M.Duriez, B.Simons, J., Soenens, B. (2006) Materialistic values and well-being among business students: Further evidence for their detrimental effect. Journal of Applied Social Psychology, 36 ,2892-2908

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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 parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34 ,589-604

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Assor, A., Kaplan, H., Kanat-Maymon, Y., Roth, G. (2005) Directly controlling teachers’ behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction, 15 ,397-413

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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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Ratelle, C. F.Larose, S., Guay, F., Senecal, C. (2005) Perceptions of parental involvement and support as predictors of college students’ persistence in a science curriculum. Journal of Family Psychology, 19 ,286-293

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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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McIntosh, C.N., Noels, K.A. (2004) Self determined motivation for language learning: The role of need for cognition and language learning strategies. Zeitshrift für Interculturellen Fremdsprachunterricht, 9(2)

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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(8) ,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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Kasser, T.Ahuvia, A. C. (2002) Materialistic values and well-being in business students. European Journal of Social Psychology, 32 ,137-146

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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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Noels, K.A., Pelletier, L. G.Clément, R., Vallerand, R. J. (2000) Why are you learning a second language? Orientations and Self-Determination Theory. Language Learning, 50 ,57-85

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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(2) ,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(3) ,375-388

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Ryan, R. M.Stiller, J. (1991) In P. R. Pintrich & M. L. Maehr (Eds.), The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. (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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