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)
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..
Iraola-Real, I., Matos, L.Gargurevich, R. (2022)
The type of motivation does matter for university preparation.
Estudos de Psicologia (Campinas) / Developmental Psychological, 39 ,e190177
Merchán Tamayo, J. P.Rocchi, M.Lennox Terrion, J.Beaudry, S. (2022)
First impressions matter! An experiment comparing autonomous and controlling language in course syllabi.
International Journal for the Scholarship of Teaching and Learning, 16(2) ,Article 7
Meristo, M. (2021)
Emotional turmoil or peaceful agreements? A phenomenological study on coping with reforms in higher education institution.
The Qualitative Report, 26(6) ,1846-1863
Jeno, L. M.Nylehn, J.Hole, T. N.Raaheim, A. (2021)
Motivational determinants of students’ academic functioning: The role of autonomy-support, autonomous motivation, and perceived competence.
Scandinavian Journal of Educational Research, Advance Online
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
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
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
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
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
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
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
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
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,
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
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
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
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
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
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
Langdon, J. L.Wittenberg, M. (2018)
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
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
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
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
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
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 ,1205-1211
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
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
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
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
Meristo, M. (2021)
Emotional turmoil or peaceful agreements? A phenomenological study on coping with reforms in higher education institution.
The Qualitative Report, 26(6) ,1846-1863
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 ,1205-1211
