Teacher Satisfaction and Wellbeing

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Garcia-Cazorla, J.Abos, A., Matos, L.Gargurevich, R. (2026) Evaluating longitudinal, reciprocal, and cross-sectional effects of (de)motivating teaching styles on students’ psychological and educational outcomes in physical education. Studies in Educational Evaluation, 89 ,101597

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Orsini, C., Neufeld, A. (2026) Ten tips for supporting clinical teachers’ motivation to teach. Canadian Family Physician, 72(1) ,51-3

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Matos, L., Reeve, J.Gargurevich, R.Herrera, D. (2025) An autonomy-supportive teaching intervention benefits students in a low-ses school setting. Journal of Experimental Education, Advance Online

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Ryan, R. M., Jang, H., Wang, C. K. J., Matos, L. (2025) Variations in need supports in education as a function of cultural and economic factors: Perspectives from self-determination theory. Educational Psychology Review, 37 ,Article no. 118

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Wang, G.Zhang, Q.Wang, L.Liu, Y. (2025) The impact of teachers’ autonomy support on students’ academic performance from the perspective of hyperscanning: the mediating role of autonomy need satisfaction. Social Cognitive and Affective Neuroscience, 20(1) ,nsaf115

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Benita, M., Matos, L. (2025) Latent profiles of achievement goal-complexes: their relationship with students’ behavioral and agentic engagement. Motivation and Emotion,

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Ramos, M.Guerrero, P.Vangrieken, K. (2025) Mapping the landscape of teachers’ basic psychological needs: A systematic review of supporting and thwarting factors and associated outcomes. Educational Research Review, 100739

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Mayo-Rota, C.Abos, A., Haerens, L.De Cocker, K. (2025) How pre-service physical education teachers’ motivational profiles shape their (de)motivating teaching profiles. Teaching and Teacher Education, 165 ,105168

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Zhou, S., Slemp, G.Vella-Brodrick, D. A. (2025) Profiling pre-service teachers’ motivational and behavioral characteristics: Relationships with psychological wellbeing and occupational commitment. Teaching and Teacher Education, 164 ,105041

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Jeno, L. M., Levesque, C. S.Nylehn, J.Pavlovic, Z. (2025) Student teachers′ basic psychological needs and motivation underlie the experiences of educational quality: A pre-registered qualitative study. Social Sciences & Humanities Open, 11 ,101354

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Harrison, M. G.Wang, Y.Cheng, A. S.Tam, C. K. Y. (2025) School climate and teacher wellbeing: The role of basic psychological need satisfaction in student- and school-related domains. Teaching and Teacher Education, 153 ,104819

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Pan, J.Loughland, T.Collie, R. J.Kingsford-Smith, A. A. (2025) The impact of practicum job demands and resources on pre-service teachers’ occupational commitment and job intent. Teaching and Teacher Education, 153 ,104841

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Nair, R.Shmon, T., Neufeld, A.Malin, G. (2024) When medical students are autonomously motivated to mentor: A pilot study on confidence in clinical teaching and psychological well-being. Canadian Medical Education Journal, 15(4) ,56-62

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Moss, J.D.Wheeler, T. J. (2024) Beliefs about autonomy support and control in the classroom: An examination of Montessori and traditional U.S. public school teachers. Journal of Montessori Research, 10(2)

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Orsini, C.Imafuku, R.Jennings, B., Neufeld, A. (2024) What influences clinical educators’ motivation to teach? A BEME systematic review and framework synthesis based on self-determination theory: BEME Review No. 90. Medical Teacher, Advance online publication ,1-9

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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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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, 27 ,1-32

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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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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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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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Chiu, T.Moorhouse, B. L.Chai, C. S.Ismailov, M. (2023) Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments, 32(7) ,3240–3256

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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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Kaplan, H. (2021) Promoting optimal induction to beginning teachers using Self-Determination Theory. SAGE Open, 11(2) ,1-14

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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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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

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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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Abós, Á., Haerens, L.Sevil-Serrano, J., Morbee, S. (2019) Does the level of motivation of physical education teachers matter in terms of job satisfaction and emotional exhaustion? A person-centered examination based on Self-Determination Theory. International Journal of Environmental Research and Public Health, 16 ,2839

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Matos, L., Reeve, J.Herrera, D.Claux, M. (2018) Students’ agentic engagement predicts longitudinal Increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. The Journal of Experimental Education, 86(4) ,579-596

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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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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

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Fernet, C., Chanal, J., Guay, F. (2017) What fuels the fire: job- or task- specific motivation (or both)? On the hierarchical and multidimensional nature of teacher motivation in relation to job burnout. Work & Stress, 31:2 ,145-163

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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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Aelterman, N., Vansteenkiste, M.Van Keer, H., Haerens, L. (2016) Changing teachers’ beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training. Psychology of Sport and Exercise, 23 ,64-72

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Wong, C. Y. E., Liu, W. C. Closing the gap of teacher professional identity in student teachers between coursework learning and teaching practice: perspectives from Self-determination Theory. Journal of Education for Teaching,

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