Daily autonomy supporting or thwarting and students’ motivation and engagement in the high school science classroom.
Abstract
This diary study provided the first classroom-based empirical test of the relations between student perceptions of high school science teachers’ various autonomy supporting and thwarting practices and students’ motivation and engagement on a daily basis over the course of an instructional unit. Perceived autonomy supporting practices were hypothesized to predict autonomous motivation and engagement outcomes, while perceived autonomy thwarting practices were hypothesized to predict controlled motivation and disaffection outcomes. In line with this prediction, multilevel modeling results based on regular reports of 208 high school students in 41 science classes across 6 weeks suggested that 4 perceived daily supports (choice provision, consideration for student preferences and interests, rationales for importance, and question opportunities) and 1 daily thwart (use of uninteresting activities) predicted changes in daily autonomous motivation and engagement. In contrast, changes in students’ daily controlled motivation and disaffection were predicted primarily by 3 perceived daily thwarts (controlling messages, suppression of student perspectives, and use of uninteresting activities). Results also suggested that practices interacted such that the perception of thwarts generally bolstered desirable daily relationships between perceived supports and students’ motivation and the perception of supports generally mitigated undesirable daily relationships between thwarts and motivation. Supplemental exploratory results suggested that the effects of choice and suppression of student perspectives may be heterogeneous and depend on the outcome and/or the presence of other practices. Implications of the findings are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
What a PE teacher says and does to support students' autonomy may not be identical to what science teachers do.
“Similarly, what a PE teacher says and does to support students' autonomy (Haerens et al. 2013) may not be identical to what science teachers do (Patall et al. 2018).”
From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Patall et al. 2018
Day-to-day variations in perceived parental and teacher need support have been related to daily fluctuations in children's well-being and engagement.
“Day-to-day variations in perceived parental (Van der Kaap-Deeder et al. 2017) and teacher (Patall et al. 2018) need support have similary been related to daily fluctuations in children's wellbeing and engagement.”
From Basic psychological need theory: Advancements, critical themes, and future directions (2020) · cites this paper as Patall et al. 2018
Cites
<i>The Structure of Scientific Revolutions</i>
Kuhn, T. S., & Schlegel, R. (1963) · Physics Today · doi:10.1063/1.3050879 · Cited by 35,538 · see citing works
Ryan, R. M., & Deci, E. L. (2000) · American Psychologist · doi:10.1037//0003-066x.55.1.68 · Cited by 27,815 · see citing works
Hierarchical Linear Models: Applications and Data Analysis Methods.
Longford, N. T., Bryk, A. S., & Raudenbush, S. W. (1993) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2075823 · Cited by 18,768 · see citing works
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Cheung, G. W., & Rensvold, R. B. (2002) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1207/s15328007sem0902_5 · Cited by 16,280 · see citing works
(1968) · Medical Entomology and Zoology · Cited by 15,136 · see citing works
(2011) · Cited by 5,290 · see citing works
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences.
Tufte, E. R., Cohen, J., & Cohen, P. (1979) · Journal of the American Statistical Association · doi:10.2307/2286442 · Cited by 5,214 · see citing works
When choice is demotivating: Can one desire too much of a good thing?
Iyengar, S. S., & Lepper, M. R. (2000) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.79.6.995 · Cited by 3,844 · see citing works
Eccles, J. S., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Iver, D. M. (1993) · American Psychologist · doi:10.1037//0003-066x.48.2.90 · Cited by 3,487 · see citing works
Skinner, E. A., & Belmont, M. J. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.4.571 · Cited by 3,428 · see citing works
Perceived locus of causality and internalization: Examining reasons for acting in two domains.
Ryan, R. M., & Connell, J. P. (1989) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.57.5.749 · Cited by 3,311 · see citing works
Introducing Multilevel Modeling
Kreft, I., & de Leeuw, J. (1998) · doi:10.4135/9781849209366 · Cited by 2,997 · see citing works
Sense of relatedness as a factor in children's academic engagement and performance.
Furrer, C. J., & Skinner, E. A. (2003) · Journal of Educational Psychology · doi:10.1037/0022-0663.95.1.148 · Cited by 2,730 · see citing works
Facilitating Internalization: The Self‐Determination Theory Perspective
Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994) · Journal of Personality · doi:10.1111/j.1467-6494.1994.tb00797.x · Cited by 2,627 · see citing works
Daily Well-Being: The Role of Autonomy, Competence, and Relatedness
Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000) · Personality and Social Psychology Bulletin · doi:10.1177/0146167200266002 · Cited by 2,067 · cited 1× · see citing works
“To assess the factorial validity of daily measures of perceived teacher practices, we conducted two multilevel exploratory factor analyses (Roesch et al., 2010) using the oblique geomin rotation and MLR in Mplus 6.12 to examine both day and student level factor structures.”
MethodInfluentialEngagement and disaffection in the classroom: Part of a larger motivational dynamic?
Skinner, E., Furrer, C., Marchand, G., & Kindermann, T. (2008) · Journal of Educational Psychology · doi:10.1037/a0012840 · Cited by 2,037 · see citing works
Intensive Longitudinal Methods: An Introduction to Diary and Experience Sampling Research
Bolger, N. P., & Laurenceau, J. (2013) · Cited by 2,029 · see citing works
Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.87.2.246 · Cited by 1,762 · see citing works
REEVE, J. (2009) · Educational Psychologist · doi:10.1080/00461520903028990 · Cited by 1,728 · see citing works
Enhancing Students' Engagement by Increasing Teachers' Autonomy Support
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004) · Motivation and Emotion · doi:10.1023/b:moem.0000032312.95499.6f · Cited by 1,594 · see citing works
What teachers say and do to support students' autonomy during a learning activity.
Reeve, J., & Jang, H. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.209 · Cited by 1,583 · see citing works
Wolters, C. A. (2004) · Journal of Educational Psychology · doi:10.1037/0022-0663.96.2.236 · Cited by 1,386 · see citing works
Harter, S. (1981) · Developmental Psychology · doi:10.1037/0012-1649.17.3.300 · Cited by 1,349 · see citing works
Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.2.184 · Cited by 1,298 · see citing works
Assor, A., Kaplan, H., & Roth, G. (2002) · British Journal of Educational Psychology · doi:10.1348/000709902158883 · Cited by 1,109 · see citing works
Maltese, A., & Tai, R. H. (2011) · Science Education · doi:10.1002/sce.20441 · Cited by 1,101 · see citing works
Patall, E. A., Cooper, H., & Robinson, J. C. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.2.270 · Cited by 1,101 · see citing works
Self-citationBartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011) · Personality and Social Psychology Bulletin · doi:10.1177/0146167211413125 · Cited by 1,064 · cited 1× · see citing works
“Rather, research now suggests that students’ perceptions of practices that thwart autonomy have a rather modest negative correlation with perceived practices that support autonomy and yield distinct effects (e.g., Bartholomew et al., 2011; Haerens et al., 2015; Jang et al., 2016).”
BackgroundThe Challenges of Defining and Measuring Student Engagement in Science
Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015) · Educational Psychologist · doi:10.1080/00461520.2014.1002924 · Cited by 1,044 · see citing works
Sheldon, K. M., Ryan, R. M., Deci, E. L., & Kasser, T. (2004) · Personality and Social Psychology Bulletin · doi:10.1177/0146167203261883 · Cited by 981 · see citing works
Teachers as Facilitators: What Autonomy‐Supportive Teachers Do and Why Their Students Benefit
Reeve, J. (2006) · The Elementary School Journal · doi:10.1086/501484 · Cited by 954 · see citing works
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001) · Journal of Educational Psychology · doi:10.1037/0022-0663.93.1.3 · Cited by 941 · see citing works
A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy
Su, Y.-L., & Reeve, J. (2011) · Educational Psychology Review · doi:10.1007/s10648-010-9142-7 · Cited by 924 · see citing works
Occupational outlook handbook, 2014-2015
(2015) · Choice Reviews Online · doi:10.5860/choice.190249 · Cited by 822 · see citing works
Walker, C. O., Greene, B. A., & Mansell, R. A. (2005) · Learning and Individual Differences · doi:10.1016/j.lindif.2005.06.004 · Cited by 752 · see citing works
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., & Van Petegem, S. (2015) · Psychology of Sport and Exercise · doi:10.1016/j.psychsport.2014.08.013 · Cited by 747 · see citing works
Pelletier, L. G., Séguin-Lévesque, C., & Legault, L. (2002) · Journal of Educational Psychology · doi:10.1037/0022-0663.94.1.186 · Cited by 741 · see citing works
Jang, H., Kim, E. J., & Reeve, J. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.01.002 · Cited by 738 · see citing works
Student engagement and its relationship with early high school dropout
Archambault, I., Janosz, M., Fallu, J., & Pagani, L. S. (2008) · Journal of Adolescence · doi:10.1016/j.adolescence.2008.06.007 · Cited by 733 · see citing works
Experiences of Autonomy and Control Among Chinese Learners: Vitalizing or Immobilizing?
Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.3.468 · Cited by 725 · see citing works
Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study.
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. K. (2008) · Journal of Educational Psychology · doi:10.1037/0022-0663.100.1.1 · Cited by 716 · see citing works
Assor, A., Kaplan, H., Kanat-Maymon, Y., & Roth, G. (2005) · Learning and Instruction · doi:10.1016/j.learninstruc.2005.07.008 · Cited by 611 · see citing works
Jang, H., Kim, E. J., & Reeve, J. (2012) · Journal of Educational Psychology · doi:10.1037/a0028089 · Cited by 529 · see citing works
When Choice Motivates and When It Does Not
Katz, I., & Assor, A. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9027-y · Cited by 525 · see citing works
A classroom-based intervention to help teachers decrease students’ amotivation
Cheon, S. H., & Reeve, J. (2015) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2014.06.004 · Cited by 479 · see citing works
Once a boring task always a boring task? Interest as a self-regulatory mechanism.
Sansone, C., Weir, C. R., Harpster, L., & Morgan, C. L. (1992) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.63.3.379 · Cited by 444 · see citing works
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2007) · National Bureau of Economic Research · doi:10.3386/w13617 · Cited by 432 · see citing works
Latent Motivational Change in an Academic Setting: A 3-Year Longitudinal Study.
Otis, N., Grouzet, F. M. E., & Pelletier, L. G. (2005) · Journal of Educational Psychology · doi:10.1037/0022-0663.97.2.170 · Cited by 430 · see citing works
Psychologically controlling teaching: Examining outcomes, antecedents, and mediators.
Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F. J. R. C., & Goossens, L. (2011) · Journal of Educational Psychology · doi:10.1037/a0025742 · Cited by 401 · see citing works
Murayama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R. (2013) · Child Development · doi:10.1111/cdev.12036 · Cited by 374 · see citing works
The effectiveness and relative importance of choice in the classroom.
Patall, E. A., Cooper, H., & Wynn, S. R. (2010) · Journal of Educational Psychology · doi:10.1037/a0019545 · Cited by 362 · see citing works
Self-citationGrades and Test Scores: Accounting for Observed Differences
Willingham, W. W., Pollack, J. M., & Lewis, C. (2002) · Journal of Educational Measurement · doi:10.1111/j.1745-3984.2002.tb01133.x · Cited by 306 · see citing works
The social context of risk: Status and motivational predictors of alienation in middle school.
Murdock, T. B. (1999) · Journal of Educational Psychology · doi:10.1037/0022-0663.91.1.62 · Cited by 295 · see citing works
Skinner, E. A., Kindermann, T. A., Connell, J. P., & Wellborn, J. G. (2009) · Cited by 281 · see citing works
Corpus, J. H., McClintic-Gilbert, M. S., & Hayenga, A. O. (2009) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2009.01.001 · Cited by 267 · see citing works
Does observed controlling teaching behavior relate to students’ motivation in physical education?
De Meyer, J., Tallir, I. B., Soenens, B., Vansteenkiste, M., Aelterman, N., Van den Berghe, L., Speleers, L., & Haerens, L. (2014) · Journal of Educational Psychology · doi:10.1037/a0034399 · Cited by 261 · see citing works
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., & Oliver, P. H. (2009) · Journal of Educational Psychology · doi:10.1037/a0015084 · Cited by 241 · see citing works
The Consequence of Ignoring a Level of Nesting in Multilevel Analysis
Moerbeek, M. (2004) · Multivariate Behavioral Research · doi:10.1207/s15327906mbr3901_5 · Cited by 220 · see citing works
Students’ Needs, Teachers’ Support, and Motivation for Doing Homework: A Cross-Sectional Study
Katz, I., Kaplan, A., & Gueta, G. (2009) · The Journal of Experimental Education · doi:10.1080/00220970903292868 · Cited by 183 · see citing works
Doing Better but Feeling Worse: The Paradox of Choice
Schwartz, B. N., & Ward, A. C. (2004) · doi:10.1002/9780470939338.ch6 · Cited by 158 · see citing works
Bartos, S. A., & Lederman, N. G. (2014) · Journal of Research in Science Teaching · doi:10.1002/tea.21168 · Cited by 140 · see citing works
Student autonomy and course value: The unique and cumulative roles of various teacher practices
Patall, E. A., Dent, A. L., Oyer, M. H., & Wynn, S. R. (2012) · Motivation and Emotion · doi:10.1007/s11031-012-9305-6 · Cited by 114 · see citing works
Self-citationValues in Science: An Educational Perspective
Allchin, D. (2001) · Springer eBooks · doi:10.1007/978-94-010-0730-6_13 · Cited by 112 · see citing works
Roesch, S., Aldridge, A. A., Stocking, S. N., Villodas, F. M., Leung, Q., Bartley, C. E., & Black, L. J. (2010) · Multivariate Behavioral Research · doi:10.1080/00273171.2010.519276 · Cited by 102 · see citing works
Daily interest, engagement, and autonomy support in the high school science classroom
Patall, E. A., Vasquez, A. C., Steingut, R. R., Trimble, S. S., & Pituch, K. A. (2016) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2016.06.002 · Cited by 86 · see citing works
Self-citationThe role of competence in the effects of choice on motivation
Patall, E. A., Sylvester, B. J., & Han, C. (2013) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2013.09.002 · Cited by 83 · see citing works
Self-citationThe Confidence of Choice: Evidence for an Augmentation Effect on Self-Perceived Performance
Tafarodi, R. W., Milne, A. B., & Smith, A. J. (1999) · Personality and Social Psychology Bulletin · doi:10.1177/0146167299259006 · Cited by 80 · see citing works
Nature and Mechanisms of Loss of Motivation
Miceli, M., & Castelfranchi, C. (2000) · Review of General Psychology · doi:10.1037/1089-2680.4.3.238 · Cited by 22 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Basic psychological need theory: Advancements, critical themes, and future directions
Vansteenkiste, M., Ryan, R. M., & Soenens, B. (2020) · Motivation and Emotion · doi:10.1007/s11031-019-09818-1 · Cited by 1,891 · see citing works
Reeve, J., & Cheon, S. H. (2021) · Educational Psychologist · doi:10.1080/00461520.2020.1862657 · Cited by 766 · see citing works
Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J. R. J., & Reeve, J. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000293 · Cited by 614 · see citing works
Ahmadi, A., Noetel, M., Parker, P. D., Ryan, R. M., Ntoumanis, N., Reeve, J., Beauchamp, M. R., Dicke, T., Yeung, A. S., Ahmadi, M., et al. (2023) · Journal of Educational Psychology · doi:10.1037/edu0000783 · Cited by 555 · see citing works
Self-citationCheon, S. H., Reeve, J., & Vansteenkiste, M. (2020) · Teaching and Teacher Education · doi:10.1016/j.tate.2019.103004 · Cited by 406 · see citing works
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures
Kumar, R., Zusho, A., & Bondie, R. S. (2018) · Educational Psychologist · doi:10.1080/00461520.2018.1432361 · Cited by 288 · see citing works
Vermote, B., Aelterman, N., Beyers, W., Aper, L., Buysschaert, F., & Vansteenkiste, M. (2020) · Motivation and Emotion · doi:10.1007/s11031-020-09827-5 · Cited by 274 · see citing works
Shao, K., Pekrun, R., Marsh, H. W., & Loderer, K. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101356 · Cited by 250 · see citing works
Cognitive load theory and its relationships with motivation: A self-determination theory perspective
Evans, P., Vansteenkiste, M., Parker, P., Kingsford-Smith, A., & Zhou, S. (2024) · Educational Psychology Review · doi:10.1007/s10648-023-09841-2 · Cited by 200 · see citing works
Reeve, J., Cheon, S. H., & Jang, H. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101899 · Cited by 199 · see citing works
Vansteenkiste, M., Aelterman, N., Haerens, L., & Soenens, B. (2019) · Advances in Motivation and Achievement · doi:10.1108/s0749-742320190000020004 · Cited by 169 · see citing works
Facilitating Student Outcomes by Supporting Autonomy: Implications for Practice and Policy
Patall, E. A., & Zambrano, J. (2019) · Policy Insights from the Behavioral and Brain Sciences · doi:10.1177/2372732219862572 · Cited by 179 · see citing works
Self-citationZhou, L.-H., Ntoumanis, N., & Thøgersen‐Ntoumani, C. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.05.001 · Cited by 133 · see citing works
Gutiérrez, M., & Tomás, J. M. (2019) · Educational Psychology · doi:10.1080/01443410.2019.1566519 · Cited by 144 · see citing works
Agency and high school science students' motivation, engagement, and classroom support experiences
Patall, E. A., Pituch, K. A., Steingut, R. R., Vasquez, A. C., Yates, N., & Kennedy, A. A. U. (2019) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2019.01.004 · Cited by 107 · see citing works
Self-citationPatall, E. A., Hooper, S. Y., Vasquez, A. C., Pituch, K. A., & Steingut, R. R. (2018) · Learning and Instruction · doi:10.1016/j.learninstruc.2018.07.004 · Cited by 93 · see citing works
Self-citationA meta-analytic review of the relationships between autonomy support and positive learning outcomes
Mammadov, S., & Schroeder, K. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102235 · Cited by 111 · see citing works
Zhao, J., & Qin, Y. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.652796 · Cited by 73 · see citing works
Parrisius, C., Gaspard, H., Zitzmann, S., Trautwein, U., & Nagengast, B. (2021) · Journal of Educational Psychology · doi:10.1037/edu0000680 · Cited by 69 · see citing works
When students show some initiative: Two experiments on the benefits of greater agentic engagement
Reeve, J., Jang, H.-R., Shin, S. H., Ahn, J. S., Matos, L., & Gargurevich, R. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101564 · Cited by 72 · see citing works
Böheim, R., Schnitzler, K., Gröschner, A., Weil, M., Knogler, M., Schindler, A.-K., Alles, M., & Seidel, T. (2020) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2020.100450 · Cited by 75 · see citing works
Yang, D., Chen, P., Wang, H., Wang, K., & Huang, R. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.925955 · Cited by 65 · see citing works
Cheon, S. H., Reeve, J., & Marsh, H. W. (2023) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.2021-0337 · Cited by 66 · see citing works
Middle school engagement profiles: Implications for motivation and achievement in science
Bae, C. L., & DeBusk-Lane, M. (2019) · Learning and Individual Differences · doi:10.1016/j.lindif.2019.101753 · Cited by 59 · see citing works
Yu, S., & Levesque-Bristol, C. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101857 · Cited by 58 · see citing works
Donald, J. N., Bradshaw, E. L., Conigrave, J. H., Parker, P. D., Byatt, L. L., Noetel, M., & Ryan, R. M. (2021) · Psychological Bulletin · doi:10.1037/bul0000338 · Cited by 57 · see citing works
Relationships between students’ course perceptions, engagement, and learning
Jones, B. D., & Carter, D. (2019) · Social Psychology of Education · doi:10.1007/s11218-019-09500-x · Cited by 55 · see citing works
Zhou, J., Huebner, E. S., & Tian, L. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101370 · Cited by 56 · see citing works
Patall, E. A., Yates, N., Lee, J., Chen, M., Bhat, B. H., Lee, K., Beretvas, S. N., Lin, S., Hooper, S. Y., Jacobson, N. G., et al. (2023) · Educational Psychologist · doi:10.1080/00461520.2023.2274104 · Cited by 67 · see citing works
Self-citationGaspard, H., & Lauermann, F. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101494 · Cited by 52 · see citing works
Reeve, J., & Cheon, S. H. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104702 · Cited by 76 · see citing works
Seo, E., & Lee, Y. (2021) · Journal of Youth and Adolescence · doi:10.1007/s10964-021-01435-x · Cited by 54 · see citing works
Johansen, M. O., Eliassen, S., & Jeno, L. M. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1153647 · Cited by 66 · see citing works
Specialized Purpose of Each Type of Student Engagement: A Meta-Analysis
Reeve, J., Basarkod, G., Jang, H.-R., Gargurevich, R., Jang, H., & Cheon, S. H. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-09989-z · Cited by 50 · see citing works
Lee, S. Y., Friedman, S., Christiaans, E., & Robinson, K. A. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102056 · Cited by 47 · see citing works
Reeve, J., & Jang, H. (2022) · Springer eBooks · doi:10.1007/978-3-031-07853-8_5 · Cited by 48 · see citing works
Ryan, R. M., Reeve, J., Kaplan, H., Matos, L., & Cheon, S. H. (2023) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780197600047.013.60 · Cited by 49 · see citing works
McKellar, S. E., & Wang, M.-T. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101659 · Cited by 44 · see citing works
Amotivation and influence of teacher support dimensions: A self-determination theory approach
Banerjee, R., & Halder, S. (2021) · Heliyon · doi:10.1016/j.heliyon.2021.e07410 · Cited by 46 · see citing works
Engagement profiles of elementary students in urban schools
Bae, C. L. L., DeBusk‐Lane, M., & Lester, A. M. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101880 · Cited by 46 · see citing works
Gender disparities in students’ motivational experiences in high school science classrooms
Patall, E. A., Steingut, R. R., Freeman, J. L., Pituch, K. A., & Vasquez, A. C. (2018) · Science Education · doi:10.1002/sce.21461 · Cited by 44 · see citing works
Self-citationAmemiya, J. L., Fine, A., & Wang, M. (2019) · Child Development · doi:10.1111/cdev.13233 · Cited by 44 · see citing works
Aguilar, S. J., Rosenberg, J. M., Greenhalgh, S. P., Fütterer, T., Lishinski, A., & Fischer, C. (2021) · AERA Open · doi:10.1177/23328584211063898 · Cited by 48 · see citing works
Examining Relationships among Choice, Affect, and Engagement in Summer STEM Programs
Beymer, P. N., Rosenberg, J. M., Schmidt, J. A., & Naftzger, N. (2018) · Journal of Youth and Adolescence · doi:10.1007/s10964-018-0814-9 · Cited by 43 · see citing works
Cheon, S. H., Reeve, J., Marsh, H. W., & Song, Y.-G. (2022) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2022.102174 · Cited by 43 · see citing works
Avoiding Academic Burnout: Academic Factors That Enhance University Student Engagement
de Cózar, S. R., Merino-Cajaraville, A., & Salguero-Pazos, M. R. (2023) · Behavioral Sciences · doi:10.3390/bs13120989 · Cited by 42 · see citing works
Tang, D., Fan, W., Zou, Y., George, R. A., Arbona, C., & Olvera, N. E. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102094 · Cited by 40 · see citing works
Haw, J. Y., & King, R. B. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2022.102161 · Cited by 40 · see citing works
Flunger, B., Hollmann, L., Hornstra, L., & Murayama, K. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101500 · Cited by 43 · see citing works
Don't you say it that way! Experimental evidence that controlling voices elicit defiance
Weinstein, N., Vansteenkiste, M., & Paulmann, S. (2020) · Journal of Experimental Social Psychology · doi:10.1016/j.jesp.2019.103949 · Cited by 35 · see citing works
Apoyo docente, compromiso académico y satisfacción del alumnado universitario
Gutiérrez, M., Tomás, J. M., & Alberola, S. (2018) · Estudios sobre Educación · doi:10.15581/004.35.535-555 · Cited by 32 · see citing works
The academic and social-emotional flourishing framework
Collie, R. J., & Martin, A. J. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102523 · Cited by 33 · see citing works
University students’ use of motivational regulation during one semester
Garn, A. C., & Morin, A. J. S. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101436 · Cited by 30 · see citing works
Malmberg, L., & Martin, A. J. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.03.013 · Cited by 31 · see citing works
Patall, E. A., Kennedy, A. A. U., Yates, N., Zambrano, J., Lee, D., & Vite, A. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102097 · Cited by 31 · see citing works
Self-citationHeld, T., & Mejeh, M. (2024) · Heliyon · doi:10.1016/j.heliyon.2024.e29526 · Cited by 57 · see citing works
Sabiote, C. R., Moreno, E. M. O., & López, J. E. (2022) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2022.101063 · Cited by 29 · see citing works
Xia, Q., Yin, H., Hu, R., Li, X., & Shang, J. (2022) · SAGE Open · doi:10.1177/21582440221134609 · Cited by 29 · see citing works
Smith, Z. R., Flax, M., Becker, S. P., & Langberg, J. M. (2023) · Journal of Child Psychology and Psychiatry · doi:10.1111/jcpp.13815 · Cited by 28 · see citing works
Kanat‐Maymon, Y., Yaakobi, E., & Roth, G. (2018) · European Management Journal · doi:10.1016/j.emj.2018.02.004 · Cited by 28 · see citing works
Instructional Interventions That Support Student Engagement: An International Perspective
James, N. P., Shernoff, D. J., Bressler, D. M., Larson, S. C., & Sinha, S. (2019) · Elsevier eBooks · doi:10.1016/b978-0-12-813413-9.00008-5 · Cited by 27 · see citing works
Bahari, A. (2020) · Interactive Learning Environments · doi:10.1080/10494820.2020.1805774 · Cited by 28 · see citing works
The Gender-Specific Role of Social Relationships for School Well-Being in Primary School
Markus, S., Rieser, S., & Schwab, S. (2022) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000500 · Cited by 30 · see citing works
Bonneville‐Roussy, A., & Evans, P. (2024) · Psychology of Music · doi:10.1177/03057356241296109 · Cited by 25 · see citing works
Listen to your mother: Motivating tones of voice predict adolescents’ reactions to mothers.
Weinstein, N., Vansteenkiste, M., & Paulmann, S. (2019) · Developmental Psychology · doi:10.1037/dev0000827 · Cited by 25 · see citing works
Jang, H.-R., & Reeve, J. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101415 · Cited by 24 · see citing works
Opdenakker, M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1021904 · Cited by 33 · see citing works
Cheon, S. H., Reeve, J., Joo, W.-Y., Song, Y.-G., Ryan, R. M., & Jang, H. (2024) · Journal of Sport and Exercise Psychology · doi:10.1123/jsep.2024-0102 · Cited by 23 · see citing works
A Multilayer Prediction Approach for the Student Cognitive Skills Measurement
Ahmad, S., Li, K., Amin, A., Anwar, M. S., & Khan, W. (2018) · IEEE Access · doi:10.1109/access.2018.2873608 · Cited by 23 · see citing works
Trigueros, R., Mínguez-Mínguez, L. A., Gonzalez-Bernal, J. J., Aguilar-Parra, J. M., Cámara, R. S., Hernández, J. Á., & Pérez, P. R. (2020) · Nutrients · doi:10.3390/nu12010239 · Cited by 21 · see citing works
Boncquet, M., Flamant, N., Lavrijsen, J., Vansteenkiste, M., Verschueren, K., & Soenens, B. (2023) · Journal of Educational Psychology · doi:10.1037/edu0000827 · Cited by 27 · see citing works
Zhou, J., Huebner, E. S., & Tian, L. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101465 · Cited by 23 · see citing works
Daily Fluctuations in Motivation
Bellhäuser, H., Mattes, B., & Liborius, P. (2019) · Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie · doi:10.1026/0049-8637/a000226 · Cited by 20 · see citing works
Yang, D., Cai, Z., Tan, Y., Zhang, C., Li, M., Fei, C., & Huang, R. (2022) · Behavioral Sciences · doi:10.3390/bs12110408 · Cited by 20 · see citing works
Patall, E. A., Vite, A., Lee, D. J., & Zambrano, J. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104400 · Cited by 31 · see citing works
Self-citationEstilo docente y competencia en educación superior: mediación del clima motivacional
Granero‐Gallegos, A., Alcalá, D. H., Hernando-Garijo, A., & Poyatos, M. C. (2021) · Educación XX1 · doi:10.5944/educxx1.28172 · Cited by 20 · see citing works
Weiß, J. K., Bottling, M., & Kärner, T. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1196473 · Cited by 26 · see citing works
Guo, Q., Wang, X., Gao, Z., Gao, J., Lin, X., & Samsudin, S. (2025) · PLoS ONE · doi:10.1371/journal.pone.0331876 · Cited by 35 · see citing works
Conesa, P. J., Duñabeitia, J. A., Onandia‐Hinchado, I., & González‐Cutre, D. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104281 · Cited by 19 · see citing works
The role of asset-based pedagogy in an interactive view of reading
Gabriel, R. E., & López, F. (2024) · Educational Psychologist · doi:10.1080/00461520.2024.2394031 · Cited by 18 · see citing works
Burns, E. C., Martin, A. J., Collie, R. J., & Mainhard, T. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101498 · Cited by 18 · see citing works
A daily diary study on associations between school-based ethnic discrimination and school engagement
Civitillo, S., Jugert, P., Yip, T., Lui, P. P., & Titzmann, P. F. (2024) · Social Psychology of Education · doi:10.1007/s11218-024-09919-x · Cited by 17 · see citing works
Adam, M. S., Hamid, J. A., Khatibi, A., & Azam, S. M. F. (2023) · Learning and Motivation · doi:10.1016/j.lmot.2023.101908 · Cited by 24 · see citing works
Bloem, J., Flunger, B., Stroet, K., & Hornstra, L. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09831-w · Cited by 17 · see citing works
Effects of an Autonomy Support Intervention on the Involvement of Higher Education Students
Lozano-Jiménez, J. E., Hernández, E. H., & Murcia, J. A. M. (2021) · Sustainability · doi:10.3390/su13095006 · Cited by 20 · see citing works
Hybrid discourse spaces: A mixed methods study of student engagement in U.S. science classrooms
Bae, C. L. L., Sealy, M., Cabrera, L., Gladstone, J. R., & Mills, D. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102108 · Cited by 15 · see citing works
Efecto del apoyo a la autonomía sobre la satisfacción académica
Froment, F., Gutiérrez, M. R. D. B., & Flores, J. G. (2023) · Revista de Investigación Educativa · doi:10.6018/rie.546251 · Cited by 16 · see citing works
Lavrijsen, J., Sypré, S., Soenens, B., Vansteenkiste, M., Camerman, E., Ramos, A., & Verschueren, K. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101322 · Cited by 17 · see citing works
Muynck, G. D., Soenens, B., Waterschoot, J., Degraeuwe, L., Broek, G. V., & Vansteenkiste, M. (2019) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2019.101561 · Cited by 16 · see citing works
Lo, M. (2024) · British Journal of Educational Psychology · doi:10.1111/bjep.12703 · Cited by 20 · see citing works
Robinson, K. A., Lee, S. Y., Friedman, S., Christiaans, E., McKeague, M., Pavelka, L. C., & Sirjoosingh, P. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102055 · Cited by 15 · see citing works
Need-Supportive and Need-Thwarting Socialization
Aelterman, N., & Vansteenkiste, M. (2023) · Oxford University Press eBooks · doi:10.1093/oxfordhb/9780197600047.013.21 · Cited by 14 · see citing works
Wang, F., King, R. B., & Zeng, L. M. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102535 · Cited by 15 · see citing works
Motivation Theory and Practice in Aphasia Rehabilitation: A Scoping Review
Biel, M., Enclade, H., Richardson, A., Guerrero, A. B., & Patterson, J. P. (2022) · American Journal of Speech-Language Pathology · doi:10.1044/2022_ajslp-22-00064 · Cited by 14 · see citing works
Motivating by measuring motivation? Examining reactivity in a diary study on student motivation
Beymer, P. N., & Robinson, K. A. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102072 · Cited by 14 · see citing works
Perceived teacher support in secondary education from 1980 to 2019: An integrative review
Botellero, V. L., Ekornes, S. M., Gamlem, S. M., Torrissen, W., & Løvoll, H. S. (2023) · Cogent Education · doi:10.1080/2331186x.2022.2164648 · Cited by 16 · see citing works
Teaching Dilemmas and Student Motivation in Project-based Learning in Secondary Education
Ramos, P. R., & Nicolás, A. M. B. (2022) · Interdisciplinary Journal of Problem-based Learning · doi:10.14434/ijpbl.v16i1.33056 · Cited by 19 · see citing works
Yates, N., & Patall, E. A. (2021) · Motivation and Emotion · doi:10.1007/s11031-020-09863-1 · Cited by 14 · see citing works
Self-citationBroda, M., Ross, E., Sorhagen, N. S., & Ekholm, E. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1140924 · Cited by 13 · see citing works
Župančič, N., Palanović, A., Ružojčić, M., Boštjančič, E., Popov, B., Jelić, D., & Galić, Z. (2023) · International Journal of Psychology · doi:10.1002/ijop.12938 · Cited by 13 · see citing works
- Authors
- Patall, E. A., Steingut, R. R., Vasquez, A. C., Trimble, S. S., Pituch, K. A., & Freeman, J. L.
- Affiliations
- The University of Texas at Austin (US)
- Venue
- Journal of Educational Psychology
- Published
- 2018-02
- Volume
- 110
- Issue
- 2
- Pages
- 269-288
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2622700099
- Cited by
- 251
- References
- 68
- Citations by year
- 2026: 27 · 2025: 37 · 2024: 37 · 2023: 42 · 2022: 32 · 2021: 26 · 2020: 22 · 2019: 17 · 2018: 10
- FWCI
- 19.20
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Psychology (publishedVersion)
- Funders
- William T. Grant Foundation (180042)
- 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 › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- autonomy support, student motivation, student engagement, high school science education, autonomous motivation, controlled motivation, disaffection, teacher practices
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
