Reeve, Johnmarshall

Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive

REEVE, J. (2009) · Educational Psychologist

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 1,728

Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

Jang, H., Reeve, J., & Deci, E. L. (2010) · Journal of Educational Psychology

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 1,650

A Self-determination Theory Perspective on Student Engagement

Reeve, J. (2012) · Handbook of Research on Student Engagement

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 1,650

Agency as a fourth aspect of students’ engagement during learning activities

Reeve, J., & Tseng, C.-M. (2011) · Contemporary Educational Psychology

Education, Achievement, and GiftednessInnovative Teaching and Learning Methods

Cited by 1,618

Enhancing Students' Engagement by Increasing Teachers' Autonomy Support

Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004) · Motivation and Emotion

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 1,594

What teachers say and do to support students' autonomy during a learning activity.

Reeve, J., & Jang, H. (2006) · Journal of Educational Psychology

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 1,583

How students create motivationally supportive learning environments for themselves: The concept of agentic engagement.

Reeve, J. (2013) · Journal of Educational Psychology

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 1,157

A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy

Su, Y.-L., & Reeve, J. (2011) · Educational Psychology Review

Motivation and Self-Concept in SportsBehavioral and Psychological Studies

Cited by 924

Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice

Reeve, J., & Cheon, S. H. (2021) · Educational Psychologist

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 766

Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model

Jang, H., Kim, E. J., & Reeve, J. (2016) · Learning and Instruction

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 738

A motivational model of rural students' intentions to persist in, versus drop out of, high school.

Hardre, P. L., & Reeve, J. (2003) · Journal of Educational Psychology

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 669

Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach.

Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019) · Journal of Educational Psychology

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 614

Elements of the Competitive Situation that Affect Intrinsic Motivation

Reeve, J., & Deci, E. L. (1996) · Personality and Social Psychology Bulletin

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 531

A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts.

Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J. L., Haerens, L., La Guardia, J., Lindwall, M., Lonsdale, C., Markland, D., et al. (2020) · Motivation Science

Behavioral Health and InterventionsMotivation and Self-Concept in Sports

Cited by 528

Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice.

Reeve, J., Nix, G., & Hamm, D. (2003) · Journal of Educational Psychology

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 520

Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students

Cheon, S. H., Reeve, J., & Moon, I. S. (2012) · Journal of Sport and Exercise Psychology

Motivation and Self-Concept in SportsPhysical Education and Pedagogy

Cited by 492

A classroom-based intervention to help teachers decrease students’ amotivation

Cheon, S. H., & Reeve, J. (2015) · Contemporary Educational Psychology

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 479

When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students

Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020) · Teaching and Teacher Education

Motivation and Self-Concept in SportsPhysical Education and Pedagogy

Cited by 406

Providing a Rationale in an Autonomy-Supportive Way as a Strategy to Motivate Others During an Uninteresting Activity

Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002) · Motivation and Emotion

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 342

A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways

Jang, H., Reeve, J., & Halusic, M. (2016) · The Journal of Experimental Education

Motivation and Self-Concept in SportsEvaluation of Teaching Practices

Cited by 292

Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization

Vansteenkiste, M., Aelterman, N., De Muynck, G.-J., Haerens, L., Patall, E., & Reeve, J. (2018) · The Journal of Experimental Education

Motivation and Self-Concept in SportsEducation, Achievement, and Giftedness

Cited by 280

Stability, change, and implications of students’ motivation profiles: A latent transition analysis

Gillet, N., Morin, A. J. S., & Reeve, J. (2017) · Contemporary Educational Psychology

Education, Achievement, and GiftednessMotivation and Self-Concept in Sports

Cited by 252

Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation

Cheon, S. H., & Reeve, J. (2013) · Psychology of Sport and Exercise

Motivation and Self-Concept in SportsPhysical Education and Pedagogy

Cited by 243

A teacher-focused intervention to decrease PE students' amotivation by increasing need satisfaction and decreasing need frustration

Cheon, S. H., Reeve, J., & Song, Y.-G. (2016) · Journal of Sport and Exercise Psychology

Motivation and Self-Concept in SportsPhysical Education and Pedagogy

Cited by 229