Van de Casteele, M., Soenens, B.Campbell, R.Ponnet, K. (2025)
Too pressured to sleep? Exploring the role of study motivation, test anxiety and procrastination in university students’ sleep patterns during exam periods.
Stress and Health, 41(3) ,e70040
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)
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
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
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
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
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
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
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
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
Lee, D. J., Patall, E. A. (2024)
Brief research report: The relationship between college instructor affect and autonomy-supportive teaching.
The Journal of Experimental Education, Advance online publication
Tu, W-M.Liu, Y.Diaz, S. R. (2024)
Academic motivation and contextual influences in well-being for students with disabilities in higher education.
Journal of American College Health, Advance online publication
Di Domenico, S. I., Ryan, R. M.Duineveld, J., Bradshaw, E. L. (2024)
Exploring facets of student motivation using a Bass Ackward strategy and the conceptual lens of self-determination theory.
Contemporary Educational Psychology, 79 ,102321
Bonneville-Roussy, A., Evans, P. (2024)
The support of autonomy, motivation, and music practice in university music students: A self-determination theory perspective.
Psychology of Music, Advance online publication
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
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
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
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
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
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.
Edward Elgar Publishing Ltd. Research Handbook on the Transformation of Higher Education,
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)
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
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
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
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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University in the rear-view mirror: Psychological needs in pleasant and unpleasant memories of alumni.
Studies in Higher Education, 47(7) ,1464-1476
Gilbert, W., Bureau, J. S.Poellhuber, B., Guay, F. (2022)
Educational contexts that nurture students’ psychological needs predict low distress and healthy lifestyle through facilitated self-control.
Current Psychology, 42 ,29661–29681
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
Meristo, M. (2021)
Emotional turmoil or peaceful agreements? A phenomenological study on coping with reforms in higher education institution.
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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
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
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
Vermote, B., Aelterman, N.Beyers, W.Aper, L. (2020)
The role of teachers’ motivation and mindsets in predicting a (de) motivating teaching style in higher education: a circumplex approach.
Motivation and Emotion, 44 ,270-294
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
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
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
Guay, F., Bureau, J. S.Litalien, D., Ratelle, C. F. (2020)
A self-determination theory perspective on RIASEC occupational themes: Motivation types as predictors of self-efficacy and college program domain.
Motivation Science, 6(2) ,164–170
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,
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
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
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
Chu, T. L.Zhang, T.Cheung, H. Y. (2019)
The roles of need-supportive social environments in university physical education courses.
International Journal of Sport and Exercise Psychology, 17(3) ,212-231
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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Need supportive instructor training: perspectives from graduate teaching assistants in a college/ university physical activity program.
Physical Education and Sport Pedagogy, 24 ,16-30
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
Stupnisky, R. H.BrckaLorenz, A.Yuhas, B., Guay, F. (2018)
Faculty members’ motivation for teaching and best practices: Testing a model based on self-determination theory across institution types.
Contemporary Educational Psychology, 53 ,15-26
Y, Shi, Levesque, C. S. (2018)
Are students in some college majors more self-determined in their studies than others?.
Motivation and Emotion, 42 ,831-851
Kantas, O.Kart, M. E.Güldü, Ö. (2018)
Career Locus and Career Adaptabilities: A Self-determination Perspective for Turkish University Students’ Case.
Journal of Social Security, 8(1) ,215-234
Goldman, Z. W.Goodboy, A. K.Weber, K. (2017)
College students’ psychological needs and intrinsic motivation to learn: An examination of self-determination theory.
Communication Quarterly, 65(2) ,167-191
Bonneville-Roussy, A., Evans, P.Verner-Filion, J., Vallerand, R. J. (2017)
Motivation and coping with the stress of assessment: Gender differences in outcomes for university students.
Contemporary Educational Psychology, 48 ,28–42
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,
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
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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Helping or hovering? The effects of helicopter parenting on college students’ well-being.
Journal of Child and Family Studies, 23 ,548–557
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
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
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
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
McLachlan, S., Hagger, M. S. (2010)
Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context.
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Self-regulation and adaptation during and after college: A one-year prospective study.
Personality & Individual Difference, 49 ,869-873
Hove, M. C.Parkhill, M. R., Neighbors, C.McConchie, J. M. (2010)
Alcohol consumption and intimate partner violence perpetration among college students: The role of self-determination.
Journal of Studies on Alcohol and Drugs, 71(1) ,78–85
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
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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The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization.
Journal of Adolescence, 29 ,761-775
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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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
