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Xiaobo Chi. (2023) The Influence of Presence Types on Learning Engagement in a MOOC: The Role of Autonomous Motivation and Grit. Psychology Research and Behavior Management 16, pages 5169-5181.
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Violeta Lozano Botellero, Stine M. Ekornes, Siv M. Gamlem, Wenche Torrissen & Helga Synnevåg Løvoll. (2023) Perceived teacher support in secondary education from 1980 to 2019: An integrative review. Cogent Education 10:1.
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Xoán Lombardero Posada, Evelia Murcia Álvarez, Francisco X. Aguiar Fernández, Ana B. Méndez Fernández & Antonio González Fernández. (2023) Academic Engagement and Disaffection in Social Work Undergraduates From Spain: The Role of Teaching Styles and Student Motivation. Journal of Social Work Education 0:0, pages 1-18.
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Yingli Yang & Chenxi Du. (2023) The predictive effect of perceived teacher support on college EFL learners’ online learning engagement: autonomous and controlled motivation as mediators. Journal of Multilingual and Multicultural Development 0:0, pages 1-15.
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Lisa Bäulke & Markus Dresel. (2023) Higher-education course characteristics relate to academic procrastination: a multivariate two-level analysis. Educational Psychology 43:4, pages 263-283.
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Stéphanie Girard, Jean-François Desbiens & Anne-Marie Hogue. (2023) Effects of a training course on creation of an empowering motivational climate in physical education: a quasi-experimental study. Physical Education and Sport Pedagogy 28:1, pages 56-75.
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Aikaterini Michou, Servet Altan, Athanasios Mouratidis, Johnmarshall Reeve & Lars-Erik Malmberg. (2023) Week-to-week interplay between teachers’ motivating style and students’ engagement. The Journal of Experimental Education 91:1, pages 166-185.
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Weiguo Zhao, Xinning Wang, Jiazheng Li, Qingtian Li & Chen Chen. (2022) “Time is My Own Treasure”: Parental Autonomy Support and Academic Procrastination Among Chinese Adolescents. Psychology Research and Behavior Management 15, pages 2773-2782.
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Shaljan Areepattamannil, Dean Cairns & Martina Dickson. (2020) Teacher-Directed Versus Inquiry-Based Science Instruction: Investigating Links to Adolescent Students’ Science Dispositions Across 66 Countries. Journal of Science Teacher Education 31:6, pages 675-704.
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Ayça Üner, Athanasios Mouratidis & İlker Kalender. (2020) Study efforts, learning strategies and test anxiety when striving for language competence: the role of utility value, self-efficacy, and reasons for learning English. Educational Psychology 40:6, pages 781-799.
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Sungok Serena Shim. (2018) Psychological mechanism explaining adolescents’ academic, social and psychological adjustment. Educational Psychology 38:4, pages 409-410.
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Barbara Flunger, Anouk Verdonschot, Steffen Zitzmann, Lisette Hornstra & Tamara van Gog. (2024) A Bayesian approach to students’ perceptions of teachers’ autonomy support. Learning and Instruction 91, pages 101873.
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Paul Evans, Maarten Vansteenkiste, Philip Parker, Andrew Kingsford-Smith & Sijing Zhou. (2024) Cognitive Load Theory and Its Relationships with Motivation: a Self-Determination Theory Perspective. Educational Psychology Review 36:1.
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Donald Glen Patterson & Mariya A. Yukhymenko-Lescroart. (2024) University Students’ Mindset and Effort Regulation Across the Domains of Nursing and English. Psychological Reports.
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Antonia Zachariou & Arielle Bonneville-Roussy. (2024) The role of autonomy support from teachers in young learners’ self-regulation in dyadic contexts: An examination through three-level multilevel analysis. Learning and Instruction 89, pages 101843.
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Jia-qi Zheng, Kwok-cheung Cheung & Pou-seong Sit. (2023) Identifying key features of resilient students in digital reading: Insights from a machine learning approach. Education and Information Technologies 29:2, pages 2277-2301.
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Pedro Javier Conesa, Jon Andoni Duñabeitia, Iban Onandia-Hinchado & David González-Cutre. (2023) Satisfying students' psychological needs in the classroom: Benefits of an online intervention to help primary school teachers during a pandemic academic year. Teaching and Teacher Education 133, pages 104281.
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Nele Flamant, Leen Haerens, Tom Loeys, Branko Vermote & Bart Soenens. (2023) ‘Help, my teacher is pressuring me!’ The role of students’ coping with controlling teaching in motivation and engagement. Motivation and Emotion 47:5, pages 739-760.
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Naama Gershy & Idit Katz. (2023) Students engagement in remote‐learning during the Covid‐19 crisis: The role of the support provided to teachers and the parent–teacher relationship. Psychology in the Schools 60:11, pages 4293-4311.
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Jacob D. Holster. (2022) Adopting an Organismic Perspective on Adolescent Academic Motivation for Instrumental Ensemble Participation. Update: Applications of Research in Music Education 41:3, pages 57-67.
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Marius O. Johansen, Sigrunn Eliassen & Lucas M. Jeno. (2023) The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning. Frontiers in Education 8.
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Münevver Subaşı Çolak, Gülşen Koçak, Yasemin Taş & Sündüs Yerdelen. (2023) The influence of teachers’ need-support profiles on students’ collective engagement in science classes: An observational study based on self-determination theory. International Journal of Contemporary Educational Research 10:1, pages 25-41.
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Kate Caldecott-Davis, Rebecca J. Collie & Andrew J. Martin. 2023. Self-Determination Theory and Socioemotional Learning. Self-Determination Theory and Socioemotional Learning
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Nesip DEMİRBİLEK & Ferhat HAN. (2022) ÜNİVERSİTE ÖĞRENCİLERİNDE AKADEMİK ÖZYETERLİĞİN YORDAYICILARI OLARAK AKADEMİK MOTİVASYON, SOSYAL BAĞLILIK VE ERTELEME EĞİLİMİACADEMIC MOTIVATION, SOCIAL COMMITMENT AND PROCRASTINATION TENDENCY AS PREDICTORS OF ACADEMIC SELF-EFFICACY IN UNIVERSITY STUDENTS. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi:24, pages 311-324.
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Yang Chen & Shuang Zhao. (2022) Understanding Chinese EFL Learners’ Acceptance of Gamified Vocabulary Learning Apps: An Integration of Self-Determination Theory and Technology Acceptance Model. Sustainability 14:18, pages 11288.
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Sabine Schweder & Diana Raufelder. (2021) Examining positive emotions, autonomy support and learning strategies: Self-directed versus teacher-directed learning environments. Learning Environments Research 25:2, pages 507-522.
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Anders Hofverberg, Mikael Winberg, Björn Palmberg, Catarina Andersson & Torulf Palm. (2022) Relationships Between Basic Psychological Need Satisfaction, Regulations, and Behavioral Engagement in Mathematics. Frontiers in Psychology 13.
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Kristina Kljajic, Benjamin J. I. Schellenberg & Patrick Gaudreau. (2022) Why Do Students Procrastinate More in Some Courses Than in Others and What Happens Next? Expanding the Multilevel Perspective on Procrastination. Frontiers in Psychology 12.
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Hui-Min Lai, Pi-Jung Hsieh, Lorna Uden & Chang-Ho Yang. (2021) A multilevel investigation of factors influencing university students’ behavioral engagement in flipped classrooms. Computers & Education 175, pages 104318.
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Georgeta M. Hodis & Flaviu A. Hodis. (2021) Examining motivation predictors of key communication constructs: An investigation of regulatory focus, need satisfaction, and need frustration. Personality and Individual Differences 180, pages 110985.
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Şule Selçuk, Aylin Koçak, Athanasios Mouratidis, Aikaterini Michou & Melike Sayıl. (2021) Procrastination, perceived maternal psychological control, and structure in math class: The intervening role of academic self‐concept. Psychology in the Schools 58:9, pages 1782-1798.
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Jesús de la Fuente, Erika Andrea Malpica-Chavarria, Angélica Garzón-Umerenkova & Mónica Pachón-Basallo. (2021) Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age. International Journal of Environmental Research and Public Health 18:17, pages 8944.
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Mehmet Taha Eser & Derya Cobanoglu. (2021) Educational Data Mining: The Analysis of the Factors Affecting Science Instruction by Clustering Analysis. International Journal of Educational Methodology 7:3, pages 487-500.
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Abdullah Alamer & Jihyun Lee. (2021) Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research, pages 136216882110336.
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Athanasios Mouratidis, Aikaterini Michou, Melike Sayil & Servet Altan. (2021) It is autonomous, not controlled motivation that counts: Linear and curvilinear relations of autonomous and controlled motivation to school grades. Learning and Instruction 73, pages 101433.
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Elizabeth Olivier, Benoit Galand, Alexandre J.S. Morin & Virginie Hospel. (2021) Need-supportive teaching and student engagement in the classroom: Comparing the additive, synergistic, and global contributions. Learning and Instruction 71, pages 101389.
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Elizabeth Olivier, Benoit Galand, Virginie Hospel & Sébastien Dellisse. (2020) Understanding behavioural engagement and achievement: The roles of teaching practices and student sense of competence and task value. British Journal of Educational Psychology 90:4, pages 887-909.
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Angelica Moè & Idit Katz. (2020) Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout. Teaching and Teacher Education 96, pages 103173.
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Fien De Smedt, Amélie Rogiers, Sofie Heirweg, Emmelien Merchie & Hilde Van Keer. (2020) Assessing and Mapping Reading and Writing Motivation in Third to Eight Graders: A Self-Determination Theory Perspective. Frontiers in Psychology 11.
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Guoqing Liu, Gang Cheng, Juan Hu, Yun Pan & Shouying Zhao. (2020) Academic Self-Efficacy and Postgraduate Procrastination: A Moderated Mediation Model. Frontiers in Psychology 11.
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Sung Hyeon Cheon, Johnmarshall Reeve & Maarten Vansteenkiste. (2020) When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education 90, pages 103004.
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Flaviu-Adrian Hodis. (2019) Studying for autonomous reasons and having a promotion orientation: key predictors of individual differences in expectancies of success in English. Social Psychology of Education 23:2, pages 359-383.
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Jose Vicente Pestana, Nuria Codina & Rafael Valenzuela. (2020) Leisure and Procrastination, a Quest for Autonomy in Free Time Investments: Task Avoidance or Accomplishment?. Frontiers in Psychology 10.
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Emma C. Burns, Andrew J. Martin & Rebecca J. Collie. (2019) Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student‐ and school‐level science achievement. Journal of Research in Science Teaching 56:8, pages 1060-1082.
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Shaljan Areepattamannil & Ieda M. Santos. (2019) Adolescent students’ perceived information and communication technology (ICT) competence and autonomy: Examining links to dispositions toward science in 42 countries. Computers in Human Behavior 98, pages 50-58.
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Xiaowei Feng, Ke Xie, Shaoying Gong, Lei Gao & Yang Cao. (2019) Effects of Parental Autonomy Support and Teacher Support on Middle School Students’ Homework Effort: Homework Autonomous Motivation as Mediator. Frontiers in Psychology 10.
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Sung Hyeon Cheon, Johnmarshall Reeve & Yong-Gwan Song. (2019) 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, pages 107-118.
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