| Year |
Citation |
Score |
| 2023 |
Liu WC, Kong LC, Wang CKJ, Kee YH, Ng B, Lam K, Reeve J. A qualitative study into the personal factors influencing secondary school teachers' motivating styles. Frontiers in Psychology. 14: 1127090. PMID 37546471 DOI: 10.3389/fpsyg.2023.1127090 |
0.483 |
|
| 2023 |
Cheon SH, Reeve J, Marsh HW, Jang HR. Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders. The American Psychologist. PMID 36701523 DOI: 10.1037/amp0001130 |
0.447 |
|
| 2023 |
Cheon SH, Reeve J, Marsh HW. Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention. Journal of Sport & Exercise Psychology. 45: 26-40. PMID 36634307 DOI: 10.1123/jsep.2021-0337 |
0.433 |
|
| 2022 |
Marsh HW, Reeve J, Guo J, Pekrun R, Parada RH, Parker PD, Basarkod G, Craven R, Jang HR, Dicke T, Ciarrochi J, Sahdra BK, Devine EK, Cheon SH. Overcoming Limitations in Peer-Victimization Research That Impede Successful Intervention: Challenges and New Directions. Perspectives On Psychological Science : a Journal of the Association For Psychological Science. 17456916221112919. PMID 36239467 DOI: 10.1177/17456916221112919 |
0.351 |
|
| 2020 |
Reeve J, Cheon SH, Yu TH. An Autonomy-Supportive Intervention to Develop Students' Resilience by Boosting Agentic Engagement. International Journal of Behavioral Development. 44: 325-338. DOI: 10.1177/0165025420911103 |
0.467 |
|
| 2020 |
Liu WC, Wang CKJ, Reeve J, Kee YH, Chian LK. What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective: Journal of Education. 200: 185-195. DOI: 10.1177/0022057419881171 |
0.415 |
|
| 2020 |
Reeve J, Shin SH. How teachers can support students’ agentic engagement Theory Into Practice. 59: 150-161. DOI: 10.1080/00405841.2019.1702451 |
0.458 |
|
| 2020 |
Jang H, Reeve J, Cheon SH, Song Y. Dual processes to explain longitudinal gains in physical education students’ prosocial and antisocial behavior: Need satisfaction from autonomy support and need frustration from interpersonal control. Sport, Exercise, and Performance Psychology. 9: 471-487. DOI: 10.1037/Spy0000168 |
0.364 |
|
| 2020 |
Cheon SH, Reeve J, Vansteenkiste M. When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students Teaching and Teacher Education. 90: 103004. DOI: 10.1016/J.Tate.2019.103004 |
0.523 |
|
| 2020 |
Bhavsar N, Bartholomew KJ, Quested E, Gucciardi DF, Thøgersen-Ntoumani C, Reeve J, Sarrazin P, Ntoumanis N. Measuring psychological need states in sport: Theoretical considerations and a new measure Psychology of Sport and Exercise. 47: 101617. DOI: 10.1016/J.Psychsport.2019.101617 |
0.352 |
|
| 2020 |
Reeve J, Cheon SH, Jang H. How and Why Students Make Academic Progress: Reconceptualizing the Student Engagement Construct to Increase Its Explanatory Power Contemporary Educational Psychology. 62: 101899. DOI: 10.1016/J.Cedpsych.2020.101899 |
0.474 |
|
| 2020 |
Lee W, Reeve J. Brain gray matter correlates of general psychological need satisfaction: a voxel-based morphometry study Motivation and Emotion. 44: 151-158. DOI: 10.1007/S11031-019-09799-1 |
0.335 |
|
| 2019 |
Reeve J. Neuroscience of Intrinsic Motivation Frontiers in Human Neuroscience. 13. DOI: 10.3389/Conf.Fnhum.2019.229.00006 |
0.378 |
|
| 2019 |
Cheon SH, Reeve J, Lee Y, Ntoumanis N, Gillet N, Kim BR, Song Y. Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study. Journal of Educational Psychology. 111: 685-702. DOI: 10.1037/Edu0000306 |
0.564 |
|
| 2019 |
Aelterman N, Vansteenkiste M, Haerens L, Soenens B, Fontaine JRJ, Reeve J. Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology. 111: 497-521. DOI: 10.1037/Edu0000293 |
0.54 |
|
| 2019 |
Bhavsar N, Ntoumanis N, Quested E, Gucciardi DF, Thøgersen-Ntoumani C, Ryan RM, Reeve J, Sarrazin P, Bartholomew KJ. Conceptualizing and testing a new tripartite measure of coach interpersonal behaviors Psychology of Sport and Exercise. 44: 107-120. DOI: 10.1016/J.Psychsport.2019.05.006 |
0.406 |
|
| 2019 |
Cheon SH, Reeve J, Song Y. Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students’ psychological needs Psychology of Sport and Exercise. 41: 107-118. DOI: 10.1016/J.Psychsport.2018.12.008 |
0.539 |
|
| 2019 |
Cheon SH, Reeve J, Ntoumanis N. An intervention to help teachers establish a prosocial peer climate in physical education Learning and Instruction. 64: 101223. DOI: 10.1016/J.Learninstruc.2019.101223 |
0.483 |
|
| 2018 |
Reeve J, Lee W. A Neuroscientific Perspective on Basic Psychological Needs. Journal of Personality. PMID 29626342 DOI: 10.1111/Jopy.12390 |
0.369 |
|
| 2018 |
Matos L, Reeve J, Herrera D, Claux M. Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease Journal of Experimental Education. 86: 579-596. DOI: 10.1080/00220973.2018.1448746 |
0.557 |
|
| 2018 |
Cheon SH, Reeve J, Lee Y, Lee J. Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style Teaching and Teacher Education. 69: 43-51. DOI: 10.1016/J.Tate.2017.09.022 |
0.476 |
|
| 2018 |
Cheon SH, Reeve J, Ntoumanis N. A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior Psychology of Sport and Exercise. 35: 74-88. DOI: 10.1016/J.Psychsport.2017.11.010 |
0.551 |
|
| 2018 |
Reeve J, Jang H, Jang H. Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles Learning and Individual Differences. 62: 12-22. DOI: 10.1016/J.Lindif.2018.01.001 |
0.506 |
|
| 2017 |
Lee W, Reeve J. Identifying the neural substrates of intrinsic motivation during task performance. Cognitive, Affective & Behavioral Neuroscience. PMID 28639132 DOI: 10.3758/S13415-017-0524-X |
0.334 |
|
| 2017 |
Vansteenkiste M, Aelterman N, De Muynck G, Haerens L, Patall E, Reeve J. Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization The Journal of Experimental Education. 86: 30-49. DOI: 10.1080/00220973.2017.1381067 |
0.389 |
|
| 2017 |
Gillet N, Morin AJS, Reeve J. Stability, change, and implications of students’ motivation profiles: A latent transition analysis Contemporary Educational Psychology. 51: 222-239. DOI: 10.1016/J.Cedpsych.2017.08.006 |
0.424 |
|
| 2016 |
Cheon SH, Reeve J, Song YG. A Teacher-Focused Intervention to Decrease PE Students' Amotivation by Increasing Need Satisfaction and Decreasing Need Frustration. Journal of Sport & Exercise Psychology. PMID 27385730 DOI: 10.1123/Jsep.2015-0236 |
0.517 |
|
| 2016 |
Jang H, Reeve J, Halusic M. A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways Journal of Experimental Education. 1-16. DOI: 10.1080/00220973.2015.1083522 |
0.515 |
|
| 2016 |
Reeve J, Cheon SH. Teachers become more autonomy supportive after they believe it is easy to do Psychology of Sport and Exercise. 22: 178-189. DOI: 10.1016/J.Psychsport.2015.08.001 |
0.501 |
|
| 2016 |
Hagger MS, Sultan S, Hardcastle SJ, Reeve J, Patall EA, Fraser B, Hamilton K, Chatzisarantis NLD. Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment Learning and Individual Differences. 45: 166-175. DOI: 10.1016/J.Lindif.2015.11.017 |
0.478 |
|
| 2016 |
Jang H, Kim EJ, Reeve J. Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model Learning and Instruction. 43: 27-38. DOI: 10.1016/J.Learninstruc.2016.01.002 |
0.565 |
|
| 2016 |
Reeve J. A grand theory of motivation: Why not? Motivation and Emotion. 40: 31-35. DOI: 10.1007/S11031-015-9538-2 |
0.361 |
|
| 2015 |
Veiga FH, García F, Reeve J, Wentzel K, García Ó. When adolescents with high self-concept lose their engagement in school Revista De Psicodidactica. 20: 305-320. DOI: 10.1387/Revpsicodidact.12671 |
0.413 |
|
| 2015 |
Reeve J. Giving and Summoning Autonomy Support in Hierarchical Relationships Social and Personality Psychology Compass. 9: 406-418. DOI: 10.1111/Spc3.12189 |
0.382 |
|
| 2015 |
Cheon SH, Reeve J, Lee J, Lee Y. Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games Psychology of Sport and Exercise. 19: 59-69. DOI: 10.1016/J.Psychsport.2015.02.007 |
0.378 |
|
| 2015 |
Cheon SH, Reeve J. A classroom-based intervention to help teachers decrease students' amotivation Contemporary Educational Psychology. 40: 99-111. DOI: 10.1016/J.Cedpsych.2014.06.004 |
0.558 |
|
| 2014 |
Cheon SH, Reeve J, Yu TH, Jang HR. The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport & Exercise Psychology. 36: 331-46. PMID 25226602 DOI: 10.1123/Jsep.2013-0231 |
0.513 |
|
| 2014 |
Reeve J, Lee W. Students' Classroom Engagement Produces Longitudinal Changes in Classroom Motivation. Journal of Educational Psychology. 106: 527-540. DOI: 10.1037/A0034934 |
0.489 |
|
| 2014 |
Reeve J, Vansteenkiste M, Assor A, Ahmad I, Cheon SH, Jang H, Kaplan H, Moss JD, Olaussen BS, Wang CKJ. The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation Motivation and Emotion. 38: 93-110. DOI: 10.1007/S11031-013-9367-0 |
0.52 |
|
| 2013 |
Lee W, Reeve J. Self-determined, but not non-self-determined, motivation predicts activations in the anterior insular cortex: an fMRI study of personal agency. Social Cognitive and Affective Neuroscience. 8: 538-45. PMID 22451482 DOI: 10.1093/Scan/Nss029 |
0.386 |
|
| 2013 |
Reeve J. How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology. 105: 579-595. DOI: 10.1037/A0032690 |
0.502 |
|
| 2013 |
Cheon SH, Reeve J. Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation Psychology of Sport and Exercise. 14: 508-518. DOI: 10.1016/J.Psychsport.2013.02.002 |
0.532 |
|
| 2012 |
Lee W, Reeve J, Xue Y, Xiong J. Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: an fMRI study. Neuroscience Research. 73: 68-72. PMID 23565014 DOI: 10.1016/J.Neures.2012.02.010 |
0.337 |
|
| 2012 |
Cheon SH, Reeve J, Moon IS. Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport & Exercise Psychology. 34: 365-96. PMID 22691399 DOI: 10.1123/Jsep.34.3.365 |
0.557 |
|
| 2012 |
Lee W, Reeve J. Teachers' estimates of their students' motivation and engagement: being in synch with students Educational Psychology. 32: 727-747. DOI: 10.1080/01443410.2012.732385 |
0.531 |
|
| 2012 |
Jang H, Kim EJ, Reeve J. Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context Journal of Educational Psychology. 104: 1175-1188. DOI: 10.1037/A0028089 |
0.457 |
|
| 2011 |
Reeve J, Tseng C. Agency as a fourth aspect of students’ engagement during learning activities Contemporary Educational Psychology. 36: 257-267. DOI: 10.1016/J.Cedpsych.2011.05.002 |
0.473 |
|
| 2011 |
Reeve J, Tseng C. Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion. 35: 63-74. DOI: 10.1007/S11031-011-9204-2 |
0.448 |
|
| 2011 |
Su Y, Reeve J. A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy Educational Psychology Review. 23: 159-188. DOI: 10.1007/S10648-010-9142-7 |
0.325 |
|
| 2010 |
Jang H, Reeve J, Deci EL. Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology. 102: 588-600. DOI: 10.1037/A0019682 |
0.554 |
|
| 2009 |
Reeve J, Halusic M. How K-12 teachers can put self-determination theory principles into practice: Theory and Research in Education. 7: 145-154. DOI: 10.1177/1477878509104319 |
0.549 |
|
| 2009 |
Hardré PL, Reeve J. Training corporate managers to adopt a more autonomy‐supportive motivating style toward employees: an intervention study International Journal of Training and Development. 13: 165-184. DOI: 10.1111/J.1468-2419.2009.00325.X |
0.62 |
|
| 2009 |
Reeve J. Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive Educational Psychologist. 44: 159-175. DOI: 10.1080/00461520903028990 |
0.52 |
|
| 2009 |
Jang H, Reeve J, Ryan RM, Kim A. Can Self-Determination Theory Explain What Underlies the Productive, Satisfying Learning Experiences of Collectivistically Oriented Korean Students? Journal of Educational Psychology. 101: 644-661. DOI: 10.1037/A0014241 |
0.492 |
|
| 2006 |
Reeve J. Teachers as Facilitators: What Autonomy‐Supportive Teachers Do and Why Their Students Benefit Elementary School Journal. 106: 225-236. DOI: 10.1086/501484 |
0.53 |
|
| 2006 |
Reeve J, Jang H. What teachers say and do to support students' autonomy during a learning activity Journal of Educational Psychology. 98: 209-218. DOI: 10.1037/0022-0663.98.1.209 |
0.538 |
|
| 2006 |
Reeve J. Thematic Issue: Autonomy, Volitional Motivation, and Wellness Motivation and Emotion. 30: 257-258. DOI: 10.1007/S11031-006-9050-9 |
0.421 |
|
| 2005 |
Isen AM, Reeve J. The Influence of Positive Affect on Intrinsic and Extrinsic Motivation: Facilitating Enjoyment of Play, Responsible Work Behavior, and Self-Control Motivation and Emotion. 29: 295-323. DOI: 10.1007/S11031-006-9019-8 |
0.364 |
|
| 2004 |
Reeve J, Jang H, Carrell D, Jeon S, Jon. Enhancing students' engagement by increasing teachers' autonomy support Motivation and Emotion. 28: 147-169. DOI: 10.1023/B:Moem.0000032312.95499.6F |
0.686 |
|
| 2003 |
Reeve J, Nix G, Hamm D. Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology. 95: 375-392. DOI: 10.1037/0022-0663.95.2.375 |
0.451 |
|
| 2003 |
Hardre PL, Reeve J. A motivational model of rural students' intentions to persist in, versus drop out of, high school Journal of Educational Psychology. 95: 347-356. DOI: 10.1037/0022-0663.95.2.347 |
0.71 |
|
| 2002 |
Cai Y, Reeve J, Robinson DT. Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Journal of Educational Psychology. 94: 372-380. DOI: 10.1037/0022-0663.94.2.372 |
0.377 |
|
| 2002 |
Reeve J, Jang H, Hardre P, Omura M. Providing a Rationale in an Autonomy-Supportive Way as a Strategy to Motivate Others During an Uninteresting Activity Motivation and Emotion. 26: 183-207. DOI: 10.1023/A:1021711629417 |
0.674 |
|
| 1999 |
Reeve J, Bolt E, Cai Y. Autonomy-Supportive Teachers: How They Teach and Motivate Students Journal of Educational Psychology. 91: 537-548. DOI: 10.1037/0022-0663.91.3.537 |
0.553 |
|
| 1998 |
Reeve J. Autonomy support as an interpersonal motivating style: Is it teachable? Contemporary Educational Psychology. 23: 312-330. PMID 9665793 DOI: 10.1006/Ceps.1997.0975 |
0.535 |
|
| 1997 |
Reeve J, Nix G. Expressing Intrinsic Motivation Through Acts of Exploration and Facial Displays of Interest Motivation and Emotion. 21: 237-250. DOI: 10.1023/A:1024470213500 |
0.392 |
|
| 1996 |
Reeve J, Deci EL. Elements of the Competitive Situation that Affect Intrinsic Motivation Personality and Social Psychology Bulletin. 22: 24-33. DOI: 10.1177/0146167296221003 |
0.433 |
|
| 1994 |
Williams GC, Wiener MW, Markakis KM, Reeve J, Deci EL. Medical students' motivation for internal medicine. Journal of General Internal Medicine. 9: 327-33. PMID 8077997 DOI: 10.1007/Bf02599180 |
0.331 |
|
| 1989 |
Reeve J. Intrinsic Motivation and the Acquisition and Maintenance of Four Experiential States Journal of Social Psychology. 129: 841-854. DOI: 10.1080/00224545.1989.9712093 |
0.402 |
|
| 1989 |
Reeve J. The interest-enjoyment distinction in intrinsic motivation Motivation and Emotion. 13: 83-103. DOI: 10.1007/Bf00992956 |
0.362 |
|
| 1987 |
Reeve J, Cole SG. Integration of Affect and Cognition in Intrinsic Motivation The Journal of Psychology. 121: 441-449. DOI: 10.1080/00223980.1987.9915498 |
0.357 |
|
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