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
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
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
Yu, S., 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
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,
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
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
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
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
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
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