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Cited by 738Motivation and Self-Concept in SportsEducation, Achievement, and GiftednessEarly Childhood Education and Development

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

Jang, Hyungshim, Kim, Eun Joo, Reeve, Johnmarshall·2016·Learning and Instruction
DOI 10.1016/j.learninstruc.2016.01.002
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Crossref · 10.1016/j.learninstruc.2016.01.002

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13 of 13 references verified0 citation errors · 0 not checkable

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  • The finding that need frustration predicts incremental variance in maladjustment above and beyond low need satisfaction was confirmed in other life domains, such as work, education, romantic relationships, and exercising.

    “This work in the sport context was quickly confirmed in other life domains, such as work (Trepanier et al. 2016), education (e.g., Jang et al. 2016a), romantic relationships (e.g., Kindt et al. 2016;Vanhee et al. 2016), and exercising (e.g., Teixeira et al. 2018).”

    From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Jang et al. 2016a

  • Need frustration relates positively to amotivation, controlled motivation, and disengagement, and negatively to autonomous motivation.

    “in the domain of physical education, Haerens et al. (2015) found basic need frustration to relate positively to amotivation, reflecting discouragement and helplessness.Following students throughout an entire school year, Bartholomew et al. (2018) reported that semester-to-semester variation in students' need frustration covaried positively with amotivation and controlled motivation, and negatively”

    From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Jang et al. (2016a)

  • Among the direct costs associated with basic psychological need frustration are loss of motivation, disengagement, and experiences of ill-being and distress.

    “Among the direct costs associated with basic psychological need frustration are loss of motivation, disengagement, and experiences of ill-being and distress.”

    From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Jang et al. 2016a

  • People can get trapped in a negative vicious cycle, with children's disaffection and defiance eroding socializers' need supportiveness or eliciting more need-thwarting responses.

    “Much as such a positive spiral can unfold over time, people can also get trapped in a negative vicious cycle, with children's disaffection and defiance eroding socializers' need supportiveness (e.g., Vansteenkiste et al. 2014) or eliciting more need-thwarting responses (e.g., Jang et al. 2016a;Soenens et al. 2008).”

    From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Jang et al. 2016a

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Authors
Jang, H., Kim, E. J., & Reeve, J.
Affiliations
  • Hanyang University (KR)
  • Yonsei University (KR)
  • Korea University (KR)
Corresponding author
  • Kim, Eun Joo
  • Reeve, Johnmarshall
ORCID
Venue
Learning and Instruction
Publisher
Elsevier BV
Published
2016-06
Volume
43
Pages
27-38
ISSN
0959-4752 (ISSN-L)
DOI
10.1016/j.learninstruc.2016.01.002
OpenAlex
W2276179534
Cited by
738
References
13
Citations by year
2026: 80 · 2025: 95 · 2024: 87 · 2023: 80 · 2022: 75 · 2021: 73 · 2020: 125 · 2019: 63 · 2018: 26 · 2017: 28 · 2016: 5
FWCI
63.94
Type
journal article
Language
en
Open access
closed
Licence
Locations
  • Learning and Instruction (publishedVersion)
  • Research Bank (Australian Catholic University) (submittedVersion)
Funders
  • Ministry of Education (2014S1A5B6038004, NRF-2014S1A3A2044609)
  • National Research Foundation of Korea
Topics
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
student engagement, student disengagement, self-determination theory, dual-process models, perceived autonomy support, need satisfaction, need frustration, high school students, reciprocal effects

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