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
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
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
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)
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
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
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..
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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,
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
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
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
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)
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
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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Development and validation of the Need for Relatedness at College Questionnaire (NRC-Q).
Journal of Diversity in Higher Education, 1 ,251-261
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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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
