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Mediate.com: What Makes Lawyers Happy? How Can You Help?

September 28, 2015 by Steph Green

September 28, 2015 By John Lande They say money can’t buy happiness. John Lande, a Professor at the University of Missouri School of Law summarizes the findings of Lawrence Krieger and Kennon Sheldon’s notable study on ‘What Makes Lawyers Happy? A Data-Driven Prescription to Redefine Professional Success’. Basing their research on Self-Determination Theory, this in-depth...

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New York Times: Guest Post | Helping Students Motivate Themselves

January 9, 2012 by Shannon

January 9th 2012. A recent Times article, “Motivating Students With Cash-for-Grades Incentive,” looks at efforts around the world to pay students for academic achievement. In it, Edward Deci, a psychologist at the University of Rochester and author of of “Why We Do What We Do,” is quoted: “It is easy to get people to do things by...

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New York Times: Motivating Students With Cash-For-Grades Incentive

November 20, 2011 by Shannon

November 20th 2011. However widely held, do such views represent anything more than entrenched prejudice? Edward Deci maintains they do. “What we think of as the amount of motivation is not nearly as important as the type of motivation,” said Mr. Deci, a professor of psychology at the University of Rochester and the author of...

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Education

Language Learning

Alamer, A., Morin, A. J. S., Alrabai, F., & Alharfi, A. (2023). Introducing the Basic Psychological Needs Frustration in Second Language Scale (BPNF-L2): Examining its factor structure and effect on L2 motivation and achievement. Acta Psychologica, 240, 104021. doi: https://doi.org/10.1016/j.actpsy.2023.104021

Alamer, A., & Alrabai, F. (2023). The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1), 148-168. doi: 10.1093/applin/amac035

Alamer, A., & Alrabai, F. (2023). The causal relationship between learner motivation and language achievement: New dynamic perspective. Applied Linguistics, 44(1), 148-168. doi: 10.1093/applin/amac035

Zeng, C., & Fisher, L. (2023). Opening the “Black Box”: How out-of-class use of Duolingo impacts Chinese junior high school students’ intrinsic motivation for English. ECNU Review of Education, Advance Online doi: 10.1177/20965311231171606

Alamer, A., Al Khateeb, A., & Jeno, L. M. (2023). Using WhatsApp increases language students' self-motivation and achievement, and decreases learning anxiety: A self-determination theory approach. Journal of Computer Assisted Learning, 39(2), 417-431. doi: 10.1111/jcal.12753

Tanaka, Y., & Kutsuki, A. (2023). Motivational patterns of emergent and fully bilingual children learning English and Japanese at an international school. International Journal of Bilingualism, 27(5), 618–633. doi: 10.1177/13670069221113730

Oga-Baldwin, W. L. Q., Parrish, A., & Noels, K.A. (2023). Taking root: Self-determination in language education. Journal for the Psychology of Language Learning, 4(1), e41111. doi: 10.52598/jpll/4/1/9

Printer, L. (2023). Positive emotions and intrinsic motivation: A self-determination theory perspective on using co-created stories in the language acquisition classroom.. Language Teaching Research, Advance Online, 1-29. doi: 10.1177/13621688231204443

Alamer, A. (2022). Basic psychological need satisfaction and continued language learning during a pandemic: A structural equation modelling approach. Journal for the Psychology of Language Learning, 4(1), e14322. doi: https://doi.org/10.52598/jpll/4/1/1

Alamer, A. (2022). Having a single language interest autonomously predicts L2 achievement: Addressing the predictive validity of L2 grit. System, 108, 102850. doi: 10.1016/j.system.2022.102850

Alamer, A. (2022). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44(1), 164-184. doi: 10.1017/S027226312100005X

Hair, J., & Alamer, A. (2022). Partial Least Squares Structural Equation Modeling (PLS-SEM) in second language and education research: Guidelines using an applied example. Research Methods in Applied Linguistics, 1(3), 100027. doi: 10.1016/j.rmal.2022.100027

Shirvan, M. E., & Alamer, A. (2022). Modeling the interplay of EFL learners’ basic psychological needs, grit and L2 achievement. Journal of Multilingual and Multicultural Development, Advance Online doi: 10.1080/01434632.2022.2075002

Chen, L. (2022). Exploring the motivation of the older Chinese people learning English in China: A case study in a senior college in Guangdong. Educational Gerontology, 48(2), 74–102. doi: 10.1080/03601277.2021.2021720

Davis, W. S. (2022). Autonomy, competence, relatedness, and beneficence: Exploring the interdependence of basic needs satisfaction in postsecondary world language education. Journal for the Psychology of Language Learning, 4(1), e15422. doi: 10.52598/jpll/4/1/2

Leeming, P., & Harris, J. (2022). Measuring foreign language students’ self‐determination: A Rasch validation study. Language Learning, 72(3), 646–694. doi: 10.1111/lang.12496

Oga-Baldwin, W. L. Q., & Hirosawa, E. (2022). Self-determined motivation and engagement in language: A dialogic process. In In A. H. Al-Hoorie & F. Szabó (Eds.), Self-determined motivation and engagement in language: A dialogic process (pp. 71-80). : Bloomsbury. doi: 10.1007/978-3-030-28380-3_5

Jeon, J. (2022). Exploring a self-directed interactive app for informal EFL learning: A self-determination theory perspective. Education and Information Technologies, 27(4), 5767–5787. doi: 10.1007/s10639-021-10839-y

Alamer, A., & Marsh, H. (2022). Exploratory structural equation modeling in second language research: An applied example using the dualistic model of passion. Studies in Second Language Acquisition, 44(5), 1477-1500. doi: 10.1017/S0272263121000863

Meristo, M. (2022). University students’ motivation to study the French language: A time trend study. Journal for the Psychology of Language Learning, 4(1), e19222. doi: 10.52598/jpll/4/1/4

Oga-Baldwin, W. L. Q., Parrish, A., & Noels, K.A. (2022). Taking root: Establishing Self-Determination Theory as a fertile framework for the psychology of language learning. Journal for the Psychology of Language Learning, 4(1), e41111. doi: 10.52598/jpll/4/1/9

Oga-Baldwin, W. L. Q. (2022). The quality of our connections matters: Relationships Motivation Theory in independent language learning. In In J. Mynard & S. Shelton-Strong (Eds.), The quality of our connections matters: Relationships Motivation Theory in independent language learning (pp. 149-163). : Multilingual Matters. doi: 10.21832/9781788929059-011

Liu, M., & Oga-Baldwin, W. L. Q. (2022). Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106, 102762. doi: 10.1016/j.system.2022.102762

Shelton-Strong, S. J. (2022). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26(5), 963-985. doi: 10.1177/1362168820912355

Shelton-Strong, S. J. (2022). Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support. Psychology of Language and Communication, 26(1), 415-499. doi: 10.2478/plc-2022-0020

Mynard, J., & Shelton-Strong, S. J. (2022). Self-Determination Theory: A proposed framework for self-access language learning. Journal for the Psychology of Language Learning, 4(1), e414522. doi: 10.52598/jpll/4/1/5

Mynard, J., & Shelton-Strong, S. (2022). Autonomy support beyond the language learning classroom: A self-determination theory perspective. Bristol, UK: Multilingual Matters.

Parrish, A., & Vernon, J. (2022). Measuring Motivation in English schools: The Appeal of Self-Determination Theory. Journal for the Psychology of Language Learning, 4(1), e414922. doi: 10.52598/jpll/4/1/6

Al-Hoorie, A. H., Oga-Baldwin, W. L. Q., Hiver, P., & Vitta, J. P. (2022). Self-Determination mini-theories in second language learning: A systematic review of three decades of research. PsyArXiv, Advance Online doi: 10.1177/13621688221102686

Cho, H. J., Levesque, C. S., & Yough, M. (2022). How autonomy-supportive learning environments promote Asian international students’ academic adjustment: a self-determination theory perspective. Learning Environments Research, Advance Online doi: 10.1007/s10984-021-09401-x

Alamer, A., & Al Khateeb, A. (2021). Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted LAnguAge LeArning doi: 10.1080/09588221.2021.1903042

Alamer, A. (2021). Construct validation of Self-Determination Theory in second language scale: The bifactor exploratory structural equation modeling approach. Frontiers in Psychology, 12, 732016. doi: 10.3389/fpsyg.2021.732016

Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation; A mixed methods approach. Frontiers in Education, 6, 618655. doi: 10.3389/feduc.2021.618655

Alamer, A., & Lee, J. (2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, 0(0), 1-22. doi: 10.1177/13621688211033694

Shelton-Strong, S. J., & Mynard, J. (2021). . In , Promoting positive feelings and motivation for language learning: the role of a confidence- building diary (Vol 15(5), pp. 458-472). : . doi: 10.1080/17501229.2020.1825445

Parrish, A. (2021). Feminisation, masculinisation and the other: Re-evaluating the Language Learning Decline in England. The Language Learning Journal, 51(1), 94-111. doi: 10.1080/09571736.2021.1989016

Printer, L. (2021). Student perceptions on the motivational pull of Teaching Proficiency through Reading and Storytelling (TPRS): A self-determination theory perspective. The Language Learning Journal, 49(3), 288-301. doi: 10.1080/09571736.2019.1566397

Oga-Baldwin, W. L. Q., & Fryer, L. K. (2020). Profiles of language learning motivation: Are new and own languages different?. Learning and Individual Differences, 79, 101852. doi: 10.1016/j.lindif.2020.101852

Munoz-Restrepo, A., Ramirez, M., & Gaviria, S. (2020). Strategies to enhance or maintain motivation in learning a foreign language. Profile: Issues in Teachers’ Professional Development, 22(1), 175-188. doi: 10.15446/profile.v22n1.73733

Meristo, M. (2020). La satisfaction des besoins psychologiques fondamentaux et la motivation pour apprendre le français langue étrangère chez des étudiants estoniens universitaires. Synergies pays riverains de la Baltique, 14, 27-39.

Oga-Baldwin, W. L. Q., & Nakata, Y. (2020). How teachers promote young language learners' engagement. Language Teaching for Young Learners, 2(1), 101–130. doi: 10.1075/ltyl.19009.oga

Oga-Baldwin, W. L. Q. (2020). . In , Show them how, but don’t intrude: Autonomy support promotes EFL classroom attendance and achievement, teacher control hinders it (Vol 5). : . doi: 10.37546/JALTTLT44.3-1

Parrish, A. (2020). Modern foreign languages: decision-making, motivation and 14–19 schools. Cambridge Journal of Education, 50(4), 469-481. doi: 10.1080/0305764X.2020.1724261

Parrish, A., & Lanvers, U. (2019). Student motivation, school policy choices and modern language study in England. The Language Learning Journal, 47(3), 281-298. doi: 10.1080/09571736.2018.1508305

Oga-Baldwin, W. L. Q., Fryer, L. K., & Larson-Hall, J. (2019). The critical role of the individual in language education: New directions from the learning sciences. System, 86, 102118. doi: 10.1016/j.system.2019.102118

Alamer, A., & Lee, J. (2019). A motivational process model explaining L2 Saudi students’ achievement of English. System, 87, 102133. doi: 10.1016/j.system.2019.102133

Oga-Baldwin, W. L. Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86, 102128. doi: 10.1016/j.system.2019.102128

McEown, M. S., & Oga-Baldwin, W. L. Q. (2019). . In , Self-determination for all language learners: New applications for formal language education (Vol 86, pp. 102124). : . doi: 10.1016/j.system.2019.102124

Noels, K.A., Vargas Lascano, D.I., & Saumure, K. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, 1-31. doi: 10.1017/S0272263118000189

Oga-Baldwin, W. L. Q., & Fryer, L. K. (2018). Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion, 42, 527-545. doi: 10.1007/s11031-018-9681-7

Lou, N.M., Chaffee, K.E., Vargas-Lascano, D.I., Dincer, A., & Noels, K.A. (2018). Complementary perspectives on autonomy in Self-Determination Theory (SDT) and language learner autonomy (LLA). TESOL Quarterly, 52(1), 210-220. doi: 10.1002/tesq.403

Lou, N.M., & Noels, K.A. (2018). Western and heritage cultural internalizations predict EFL students’ language motivation and confidence. International Journal of Bilingual Education and Bilingualism, 1-15. doi: https://doi.org/10.1080/13670050.2018.1508277

Oga-Baldwin, Q., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive model forJapanese young language learners. System, 65, 151-163. doi: 10.1016/j.system.2017.01.011

Oga-Baldwin, W. L. Q., Nakata, Y., & Ryan, R. M. (2017). Motivating young learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49, 140-150. doi: http://dx.doi.org/10.1016/j.cedpsych.2017.01.010

Sun, L., Frederick, C., Sanjuan Espejo, P., & Cunningham, R. (2016). Can we teach a programming language as a second language?. Proceedings of the ASEE Annual Conference and Exposition

Noels, K.A., Chaffee, K.E., Lou, N.M., & Dincer, A. (2016). Self-determination, engagement, and identity in learning German: Some directions in the psychology of language learning motivation. Fremdsprachen Lehren und Lernen, 45(2), 12-29.

Oga-Baldwin, W. L. Q., & Nakata, Y. (2015). Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes. Japanese Psychological Research, 57(3), 167-179. doi: 10.1111/jpr.12077

Noels, K.A. (2015). Supporting students' self-¬determined motivation to learn languages. Contact: English Language Learning Magazine, 41, 21-32.

Monteiro, V., Mata, L.,, & Peixoto, F. (2015). Intrinsic motivation inventory: Psychometric properties in the context of first language and mathematics learning. Psicologia: Reflexão e Crítica, 28(3), 434-443. doi: https://dx.doi.org/10.1590/1678-7153.201528302

McEown, M.S., Noels, K.A., & Chaffee, K.E. (2014). . In K. Cziser and M. Magid (Ed.), The Impact of Self Concept on Second Language Acquisition (pp. 19-50). Bristol, UK: Multilingual Matters.

Oga-Baldwin, W. L. Q., & Nakata, Y. (2014). Supplementing the elementary foreign language course of study with a self-determination framework. International Journal of Curriculum Development and Practice, 16(1), 13–26. doi: 10.18993/jcrdaen.16.1_13

McEown, E.S., Noels, K.A., & Saumure, K.D. (2014). Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context. System, 45, 227-241. doi: 10.1016/j.system.2014.06.001

Noels, K.A. (2013). . In M. Apple, D. Da Silva, & T. Fellner (Ed.), Language Learning Motivation in Japan (pp. 15-34). Bristol, UK: Multilingual Matters.

Bakar, K. A., Sulaiman, N. F., & Rafaai, Z. A. M. (2010). Self-Determination Theory and motivational orientations of Arabic learners: A principal component analysis. GEMA Online Journal of Language Studies, 10(1), 71-86.

Landry, R., Allard, R., & Deveau, K. (2009). Self-determination and bilingualism. Theory and Research in Education, 7, 203-213.

Comanaru, R., & Noels, K.A. (2009). Self-determination, motivation, and the learning of Chinese as a heritage language. Canadian Modern Language Review, 66, 131-158. doi: 10.3138/cmlr.66.1.131

Matos, L., Lens, W., & Vansteenkiste, M. (2007). Achievement goals, learning strategies and Language achievement among Peruvian high school students. Psychologica Belgica, 47, 51-70. doi: 10.5334/pb-47-1-51

McIntosh, C.N., & Noels, K.A. (2004). Self determined motivation for language learning: The role of need for cognition and language learning strategies. Zeitshrift für Interculturellen Fremdsprachunterricht, 9(2)

Noels, K., Pelletier, L. G., Clement, R., & Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 53(51), 33-64. doi: 10.1111/1467-9922.53223

Noels, K. A. (2001). Learning Spanish as a second language: Learners' orientations and perceptions of their teachers' communication style. Language Learning, 51, 107-144. doi: 10.1111/0023-8333.00149

Noels, K.A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Orientations and Self-Determination Theory. Language Learning, 50, 57-85. doi: 10.1111/0023-8333.00111

Digital/Online Learning

Behzadnia, B., Mollaei Zangi, F., Rezaei, F., & Eskandarnejad, M. (2023). Predicting students’ basic psychological needs, motivation, and well-being in online physical education: A semester-term longitudinal study. International Journal of Sport and Exercise Psychology, Advance online publication doi: 10.1080/1612197X.2023.2237051

Zeng, C., & Fisher, L. (2023). Opening the “Black Box”: How out-of-class use of Duolingo impacts Chinese junior high school students’ intrinsic motivation for English. ECNU Review of Education, Advance Online doi: 10.1177/20965311231171606

Langdon, J. L., Van Arkel, J., & Greene, K. (2023). Exploring virtual coach education in USA Lacrosse. International Journal of Sport Coaching, 10(3), 399-409. doi: 10.1123/iscj.2022-0034

David, L., & Weinstein, N. (2023). Using technology to make learning fun: technology use is best made fun and challenging to optimize intrinsic motivation and engagement. European Journal of Psychology of Education, Advance Online doi: 10.1007/s10212-023-00734-0

Ismailov, M., & Chiu, T. (2022). Catering to inclusion and diversity with Universal Design for Learning (UDL) in asynchronous online education: A Self-determination Theory perspective. Frontiers in Psychology, 13, 819884. doi: 10.3389/fpsyg.2021.800569

Jeno, L. M., Egelandsdal, K., & Grytnes, J-A. (2022). A qualitative investigation of psychological need-satisfying experiences of a mobile learning application: a Self-Determination Theory approach. Computers and Education Open, 3, 100108. doi: 10.1016/j.caeo.2022.100108

Jeon, J. (2022). Exploring a self-directed interactive app for informal EFL learning: A self-determination theory perspective. Education and Information Technologies, 27(4), 5767–5787. doi: 10.1007/s10639-021-10839-y

Alamer, A., & Al Khateeb, A. (2021). Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modelling. Computer Assisted LAnguAge LeArning doi: 10.1080/09588221.2021.1903042

Audet, E. C., Levine, S. L., Metin, E., Koestner, S., & Barcan, S. (2021). Zooming their way through university: Which Big 5 traits facilitated students' adjustment to online courses during the COVID-19 pandemic. Personality and Individual Differences, 180, 110969. doi: 10.1016/j.paid.2021.110969

Chiu, T. (2021). Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic. Journal of Research on Technology in Education, 4, 1-17. doi: 10.1080/15391523.2021.1891998

Chiu, T. (2021). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments doi: 10.1080/10494820.2021.1926289

Chiu, T. (2021). Digital support for student engagement in blended learning based on self-determination theory. Computers in Human Behavior, 124, 106909. doi: 10.1016/j.chb.2021.106909

Metzler, M., Gurvitch, R., Kluge, S., Smitherman, M., & Spinks, M. L., Esmat, T. A., Langdon, J. L., Edwards, O. V., Carruth, L., Crowther, K., Shrikhande, M., Bhattacharya, S., & Strong-Green, A. (2021). The impact of transitioning to emergency remote instruction on perceptions of preparation, institutional support and teaching effectiveness. College Teaching, Advance Online doi: 10.1080/87567555.2021.1954870

Masland, L. C. (2021). Resilient pedagogy and self-determination theory: Unlocking student engagement in uncertain times. In In Thurston, T. N., Lundstrom, K., & González, C., Resilient pedagogy: Practical teaching strategies to overcome distance, disruption, and distraction (pp. 13-36). : Utah State University. doi: 10.26079/a516-fb24

Salikhova, N. R., Lynch, M. F., & Salikhova, A. B. (2021). Adult learners’ responses to online learning: A qualitative analysis grounded in self-determination theory. EURASIA Journal of Mathematics, Science and Technology Education, 17 doi: 10.29333/ejmste/11176

Wang, C., Hsu, H-C. K., Bonem, E. M., Moss, J.D., Yu, S., Nelson, D. B., & Levesque, C. S. (2019). Need satisfaction and need dissatisfaction: A comparative study of online and face-to-face learning contexts. Computers in Human Behavior, 95, 114-125. doi: 10.1016/j.chb.2019.01.034

Lonsdale, C., Sanders, T., Cohen, K. E., Parker, P., Noetel, M., Hartwig, T., ..., & Lubans, D. R. (2016). . In , Scaling-up an efficacious school-based physical activity intervention: Study protocol for the ‘Internet-based Professional Learning to help teachers support Activity in Youth’(iPLAY) cluster randomized controlled trial and scale-up implementation evaluation (Vol 16(1), pp. 873). : . doi: 10.1186/s12889-016-3243-2.

Bachman, C. M., & Stewart, C. (2011). Self-determination theory and web-enhanced course template development. Teaching of Psychology, 38, 180-188. doi: https://doi.org/10.1177/0098628311411798

Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26, 741–752.

Rigby, C. S., & Przybylski, A. K. (2009). Virtual worlds and the learner hero: How today's video games can inform tomorrow's digital learning environments. Theory and Research in Education, 7, 214-223.

Huyghebaert‐Zouaghi, T., Ntoumanis, N., Thomas, J., Badré, S., & Berjot, S. (2024). Rethinking students' psychological need states: The unique role of need unfulfilment to understanding ill‐being in academic settings. Stress and Health, Advance online publication doi: 10.1002/smi.3379

Vermote, B., Vansteenkiste, M., Soenens, B., & Beyers, W. (2024). Which teachers feel good and adopt a motivating teaching style? The role of teaching identity and motivation to teach. Studies in Higher Education, Advance online publication doi: 10.1080/03075079.2023.2296565

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 doi: 10.1080/24711616.2024.2335885

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.

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 doi: 10.1080/00220973.2024.2309920

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) doi: 10.1186/s40359-023-01494-8

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. doi: 10.1016/j.ijedro.2024.100331

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. doi: 10.1177/00986283211046873

Collie, R. (2023). Teachers’ work motivation: Examining perceived leadership practices and salient outcomes. Teaching and Teacher Education, 135, 104348. doi: 10.1016/j.tate.2023.104348

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. doi: 10.1111/bjep.12587

Behzadnia, B., Mollaei Zangi, F., Rezaei, F., & Eskandarnejad, M. (2023). Predicting students’ basic psychological needs, motivation, and well-being in online physical education: A semester-term longitudinal study. International Journal of Sport and Exercise Psychology, Advance online publication doi: 10.1080/1612197X.2023.2237051

Serrano, J. W., Abu-Ramadan, T. M., Vasko, J. M., Leopold, D. R., Canu, W. H., Willcutt, E. G., & Hartung, C. M. (2023). ADHD and psychological need fulfillment in college students. Journal of Attention Disorders, 27(8), 912-924. doi: 10.1177/10870547231161530

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 doi: 10.3389/fpsyg.2023.1184804

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) doi: 10.1080/28324765.2023.2255040

Kleinkorres, R., Stang-Rabrig, J., & McElvany, N. (2023). The longitudinal development of students' well-being in adolescence: The role of perceived teacher autonomy support. Journal of Research on Adolescence, 33(2), 496-513. doi: 10.1111/jora.12821

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..

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. doi: 10.20429/ijsotl.2022.160207

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. doi: 10.1590/1982-0275202239e190177

Neufeld, A. (2022). A commentary on “Medical student wellness in Canada: time for a national curriculum framework”. Canadian Medical Education Journal doi: 10.36834/cmej.74143

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. doi: 10.1080/07448481.2020.1825221

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Alfayez, A. A., Noman, M., Alqahtani, A. S., Altuwaijri, A. I., & Kaur, A. (2021). Principal's learning-centred leadership practices and teacher's wellbeing: a self-determination theory perspective. Educational Studies, Advance Online doi: 10.1080/03055698.2021.1960150

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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. doi: 10.1007/s40955-021-00186-3

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. doi: 10.1016/j.jvb.2020.103459

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. doi: 10.1177/0016986220905525

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. doi: 10.1080/03075079.2018.1539960

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. doi: 10.1016/j.cedpsych.2020.101857

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. doi: 10.1080/0142159X.2020.1726308

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. doi: 10.1037/mot0000142

Liu, W. C., & Sitoe, C. Y. (2020). Student teachers' psychological needs, subjective experience and perceived competence in teaching during practicum. Asia Pacific Journal of Education, 40(2), 154-166. doi: 10.1080/02188791.2019.1696746

Gillet, N., Morin, A. J. S., Huyghebaert-Zouaghi, T., Alibran, E., Barrault, S., & Vanhove-Meriaux, C. (2020). Students’ need satisfaction profiles: Similarity and change over the course of a university semester. Applied Psychology: An International Review, 69(4), 1396-1437. doi: 10.1111/apps.12227

Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). . In , When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students (Vol 90, pp. 103004). : . doi: 10.1016/j.tate.2019.103004

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 doi: 10.1111/hequ.12259

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. doi: 10.1080/1612197X.2017.1339727

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 doi: 10.20429/ijsotl.2019.130205

Neufeld, A., & Malin, G. (2019). Exploring the relationship between medical student basic psychological need satisfaction, resilience, and well-being: A quantitative study. BMC Medical Education, 19, 405. doi: 10.1186/s12909-019-1847-9

Vansteenkiste, M., Aelterman, N., Haerens, L., & Soenens, B. (2019). Seeking Stability In Stormy Educational Times: A Need-Based Perspective On (De)Motivating Teaching Grounded In Self-Determination Theory. Motivation in Education at a Time of Global Change, 20, 53-80. doi: 10.1108/S0749-742320190000020004

Gillet, N., Morin, A.J.S, Huyghebaert, T., Burger, L., Maillot, A., Poulin, A., & Tricard, E. (2019). University students’ need satisfaction trajectories: A growth mixture analysis. Learning and Instruction, 60, 275-285. doi: 10.1016/j.learninstruc.2017.11.003

Cuevas, R., Ntoumanis, N., Fernandez-Bustos, J. G., & Bartholomew, K. (2018). Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of School Psychology, 68, 154-162. doi: 10.1016/j.jsp.2018.03.005

Freer, E., & Evans, P. (2018). Psychological needs satisfaction and value in students’ intentions to study music in high school. Psychology of Music, 46(6), 881–895. doi: 10.1177/0305735617731613

Abós, Á., Haerens, L., Sevil, J., Aelterman, N., & García-González, L. (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. doi: 10.1016/j.tate.2018.04.010

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. doi: 10.32331/sgd.422946

Assor, A., Feinberg, O., Kanat-Maymon, Y., & Kaplan, H. (2018). . In , Reducing violence in non-controlling ways: A change program based on self determination theory (Vol 86(2), pp. 195-213). : . doi: 10.1080/00220973.2016.1277336

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. doi: 10.1007/s11031-018-9711-5

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. doi: 10.1080/01443410.2018.1502412

Orsini, C., Binnie, V., Wilson, S., & Villegas, M. J. (2018). Learning climate and feedback as predictors of dental students’ self-determined motivation: The mediating role of basic psychological needs satisfaction. European Journal of Dental Education, 22(2), e228-e236. doi: 10.1111/eje.12277

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. doi: 10.1080/17408989.2018.1530748

Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28–42. doi: 10.1016/j.cedpsych.2016.08.003

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. doi: 10.1080/02678373.2017.1303758

Evans, P., & Bonneville-Roussy, A. (2016). Self-determined motivation for practice in university music students. Psychology of Music, 44(5), 1095–1110. doi: 10.1177/0305735615610926

Early, D. M., Berg, J. K., Alicea, S., Si, Y., Aber, J. L., Ryan, R. M., & Deci, E. L. (2016). . In , The impact of every classroom, every day on high school student achievement: Results from a school-randomized trial (Vol 9(1), pp. 3-29). : . doi: http://dx.doi.org/10.1080/19345747.2015.1055638

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. doi: 10.1016/j.psychsport.2015.10.007

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. doi: 10.1037/edu0000088

Linnenbrink-Garcia, L., Patall, E. A., & Pekrun, R. (2016). Adaptive motivation and emotion in education: Research and principles for instructional design. Policy Insights from Behavioral and Brain Sciences, 3(2), 228-236. doi: 10.1177/2372732216644450

Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In J. Wang, C. W. Liu, & R. M. Ryan (Eds.), Building autonomous learners: Research and practical perspectives using self-determination theory (pp. 9-29). Singapore: Springer. doi: 10.1007/978-981-287-630-0_2

Cordeiro, P., Paixão, P., Lens, W., Lacante, M., & Sheldon, K. M. (2016). Factor structure and dimensionality of the balanced measure of psychological needs among Portuguese high school students: Relations to well-being and ill-being. Learning and Individual Differences, 47, 51-60. doi: 10.1016/j.lindif.2015.12.010

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. doi: 10.20533/IJTIE.2047.0533.2015.0091

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. doi: 10.3352/jeehp.2015.12.8

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 doi: 10.1080/07294360.2015.1087474

Liu, W. C., Wang, C. K. J., Kee, Y. H., Koh, C., Lim, B. S. C., & Chua, L. (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. doi: 10.1080/01443410.2013.785067

Early, D. M., Rogge, R. D., & Deci, E. L. (2014). . In , Engagement, alignment, and rigor as vital signs of high-quality instruction: A classroom visit protocol for instructional improvement and research (Vol 97, pp. 219-239). : .

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. doi: 10.1353/csd.2013.0019

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. doi: http://dx.doi.org/10.1007/s10902-012-9360-4

Trepanier, S, Fernet, C., & Austin, S. (2012). Social and motivational antecedents of perceptions of transformational leadership: A self-determination theory perspective. Canadian Journal of Behavioural Science, 44, 272-277. doi: 10.1037/a0028699

Standage, M., Gillison, F. B., Ntoumanis, N., & Treasure, G. C. (2012). Predicting students’ physical activity and health-related well-being: A prospective cross-domain investigation of motivation across school physical education and exercise settings. Journal of Sport & Exercise Psychology, 34, 37-60. doi: 10.1123/jsep.34.1.37

Fernet, C. (2011). Development and validation of the Work Role Motivation Scale for School Principals (WRMS-SP). Educational Administration Quarterly, 47, 307-331.

Eyal, O., & Roth, G. (2011). Principals’ leadership and teachers’ motivation: Self-determination theory analysis. Journal of Educational Administration, 49(3), 256-275.

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. doi: 10.1016/j.paid.2010.07.019

Katz, I., Kaplan, A., & Gueta, G. (2010). Students’ needs, teachers’ support, and motivation for doing homework: A cross-sectional study. The Journal of Experimental Education, 78, 246–267. doi: 10.1080/00220970903292868

McLachlan, S., & Hagger, M. S. (2010). . In , Effects of an autonomy-supportive intervention on tutor behaviors in a higher education context (Vol 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.

Pelletier, L. G., & Sharp, E. C. (2009). Administrative pressures and teachers' interpersonal behaviour in the classroom. Theory and Research in Education, 7, 174-183.

Liu, W. C., & Chye, S. (2008). The importance of perceived needs satisfaction: A look at polytechnic students' motivation. In P. A. Towndrow, C. Koh, & H. S. Tan (Eds.), Motivation and practice for the classroom (pp. 255-269). Netherlands: Sense Publishers.

Guiffrida, D., Gouveia, A., Wall, A., & Seward, D. (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. Educational Psychology, 28, 711-724. doi: 10.1080/01443410802337794

Sierens, E., Soenens, B., Vansteenkiste, M., Luyckx, K., & Goossens, L. (2006). Een Conceptuele En Empirische Analyse Van Leerkrachtstijlen Vanuit Theorieën Over Ouderlijke Opvoedingsstijlen En De Zelf-determinatietheorie. [The Authoritative Teaching Style: A Model For The Study Of Teaching Styles].. Pedagogische Studieën, 83, 419-431.

Niemiec, C. P., Lynch, M. F., Vansteenkiste, M., Bernstein, J., Deci, E. L., & Ryan, R. M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29, 761-775.

Vansteenkiste, M., Duriez, B., Simons, J., & Soenens, B. (2006). Materialistic values and well-being among business students: Further evidence for their detrimental effect. Journal of Applied Social Psychology, 36, 2892-2908. doi: 10.1111/j.0021-9029.2006.00134.x

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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Filak, V., & Sheldon, K. M. (2003). Student psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23, 235-247.

Kasser, T., & Ahuvia, A. C. (2002). Materialistic values and well-being in business students. European Journal of Social Psychology, 32, 137-146. doi: 10.1002/ejsp.85

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Assessments/Testing/Grading

De Jonge, S., Opdecam, E., & Haerens, L. (2024). Test anxiety fluctuations during low-stakes secondary school assessments: The role of the needs for autonomy and competence over and above the number of tests. Contemporary Educational Psychology, 77, 102273. doi: 10.1016/j.cedpsych.2024.102273

Kusurkar, R. A., Orsini, C., Somra, S., Artino, A. R., Daelmans, H. E. M., Schoonmade, L. J., & van der Vleuten, C. (2023). The effect of assessments on student motivation for learning and its outcomes in health professions education: A review and realist synthesis. Academic Medicine, 98(9), 1083-1092. doi: 10.1097/ACM.0000000000005263

Benita, M., Matos, L., & Cerna, Y. (2022). The effect of mastery goal-complexes on mathematics grades and engagement: The case of Low-SES Peruvian students. Learning and Instruction, 80, 101558. doi: 10.1016/j.learninstruc.2021.101558

Botnaru, D., Orvis, J., Langdon, J. L., Niemiec, C. P., & Landge, S. M. (2021). Predicting final grades in STEM courses: A path analysis of academic motivation and course-related behavior using self-determination theory. Learning and Motivation, 74, 101723. doi: 10.1016/j.lmot.2021.101723

Chanal, J., & Paumier, D. (2020). The school-subject-specificity-hypothesis: Implication in the relationship with grades. PlosOne, 15(4), e0230103. doi: 10.1371/journal. pone.0230103

Haerens, L., Krijgsman, C., Mouratidis, A., Borghouts, L., Cardon, G., & Aelterman, N. (2018). How does knowledge about the criteria for an upcoming test relate to adolescents’ situational motivation in physical education? A self-determination theory approach. European Physical Education Review, 20(10), 1-19. doi: 10.1177/1356336X18783983

Cents-Boostra, M., Lichtwarck-Aschoff, A., Denessen, E., Haerens, L., & Aelterman, N. (2018). Identifying motivational profiles among VET students: differences in self-efficacy, test anxiety and perceived motivating teaching. Journal of Vocational Education & Training, 1-24. doi: https://doi.org/10.1080/13636820.2018.1549092

Cuevas, R., Ntoumanis, N., Fernandez-Bustos, J. G., & Bartholomew, K. (2018). Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of School Psychology, 68, 154-162. doi: 10.1016/j.jsp.2018.03.005

Bonneville-Roussy, A., Evans, P., Verner-Filion, J., Vallerand, R. J., & Bouffard, T. (2017). Motivation and coping with the stress of assessment: Gender differences in outcomes for university students. Contemporary Educational Psychology, 48, 28–42. doi: 10.1016/j.cedpsych.2016.08.003

Krijgsman, C., Vansteenkiste, M., van Tartwijk, J., Maes, J., Borghouts, L., Cardon, G., Mainhard, T., & Haerens, L. (2017). Performance grading and motivational functioning and fear in physical education: A self-determination theory perspective. Learning and Individual Differences, 55, 202-211. doi: 10.1016/j.lindif.2017.03.017

Borghouts, L.B., Slingerland, M., & Haerens, L. (2017). Assessment quality and practices in secondary PE in the Netherlands. Physical Education and Sport Pedagogy, 22(5), 473-489. doi: 10.1080/17408989.2016.1241226

Ruiz-Alfonso, Z., & León, J. (2017). Passion for math: Relationships between teacher emphasis on the usefulness of class contents, motivation, and grade. Contemporary Educational Psychology, 51, 284-292. doi: 10.1016/j.cedpsych.2017.08.010

Slingerland, M., Borghouts, L., Jans, L., Weeldenburg, G., van Dokkum, G., Vos, S., & Haerens, L. (2016). Development and optimisation of an in-service teacher training programme on motivational assessment in physical education. European Physical Education Review, 23(1), 1-19. doi: 10.1177/1356336X16639212

Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In J. Wang, C. W. Liu, & R. M. Ryan (Eds.), Building autonomous learners: Research and practical perspectives using self-determination theory (pp. 9-29). Singapore: Springer. doi: 10.1007/978-981-287-630-0_2

Barkoukis, V., Taylor, I.M., Chanal, J., & Ntoumanis, N. (2014). The relation between student motivation and student grades in PE: A three-year investigation. Scandinavian Journal of Medicine and Science in Sports, 5, 406-414. doi: 10.1111/sms.12174

National Research Council (2011). Incentives and test-based accountability in education. : National Academy Press. doi: 10.17226/12521

Ryan, R. M., & Weinstein, N. (2009). Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory and Research in Education, 7(2), 224-233. doi: 10.1177/1477878509104327

Ryan, R. M., & Brown, K. W. (2005). Legislating competence: The motivational impact of high stakes testing as an educational reform. In A. E. Elliot & C. Dweck (Eds.), Handbook of competence and motivation (Vol 1st Edition, pp. 354-374). New York: Guilford Press.

Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research., 71(1), 1-27. doi: 10.3102/00346543071001001

Education in Practice

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. doi: 10.1016/j.ijedro.2024.100331

Ryan, R. M., Reeve, J., Matos, L., & Cheon, S. H. (2023). doi: 10.1093/oxfordhb/9780197600047.013.60

Assor, A., Kaplan, H., Feinberg, O., & Tal, K. (2009). Combining vision with voice: A learning and implementation structure promoting teachers' internalization of practices based on self-determination theory. Theory and Research in Education, 7, 234-243. doi: 10.1177/1477878509104328

HUFFINGTON POST: Face to Face: Virtual Teachers Can’t Replace the Real Thing

January 27, 2011 by Shannon

January 27th 2011. The New York Times recently reported that Florida has adopted a plan that places more than 7,000 students in Miami-Dade County public schools in virtual classrooms where there are no teachers. Regardless of method, it is generally agreed that academic achievement is linked to students’ being motivated to learn. University of Rochester...

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