Self-determination theory applied to educational settings.

By J. Reeve. 2002

986 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/174464944881b7b7d0d15f4ac6a053173961af67

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Citations in the corpus

School Engagement as a Mediator of Academic Performance Among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support (2010, background): “When learning is internalized in a cohesive and self-accepting manner, gains in academic achievement, academic self-efficacy, attendance, and retention rates are consistently demonstrated (see Reeve, 2002, for a review).”
The effects of an experimental programme to support students’ autonomy on the overt behaviours of physical education teachers (2008, unknown): “Similarly, other studies (e.g., Pelletier et al., 2002; Reeve, 2002; Sarrazin et al., 2006) have revealed that teachers’ personal characteristics – such as their expectations of students, or their lay theories and beliefs about success and the nature of competence – are likely to make them more…”
The Relation between Elementary Students' Recreational and Academic Reading Motivation, Reading Frequency, Engagement, and Comprehension: A Self-Determination Theory Perspective. (2012, background): “In this respect affording choices, offering rationale, recognizing interests, and offering help and support are promising reading promotion strategies (Reeve, 2002; Skinner & Belmont, 1993).”
Intentions to drop-out of youth soccer: A test of the basic needs theory among European youth from five countries (2013, background): “Self-determination theory (SDT; Deci & Ryan, 1985, 2000; Ryan & Deci, 2007) has been instrumental in advancing understanding of the determinants and consequences of adaptive motivation in numerous achievement contexts, including education (Reeve, 2002), business (Gagne & Deci, 2005) and sport (Ntoum”
On being yourself in different cultures: ideal and actual self-concept, autonomy support, and well-being in China, Russia, and the United States (2009, background): “Autonomy supportive partners provide opportunities for choice, initiative-taking, and personal goal-pursuit, avoid pressuring or controlling verbal or nonverbal behaviors, and generally engage in trying to understand the other person’s internal frame of reference (Grolnick & Ryan, 1989; Reeve, 2002;”
Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support (2006, background): “Plenty of research supports the unequivocal role of social support in academic motivation and success (e.g., Deci et al., 1991; Hardre & Reeve, 2003; Reeve, 2002).”
Learning Environment, Motivation and Interest: Perspectives on Self-Determination Theory (2004, background): “Other studies indirectly support this interpretation and point out several positive learning effects of self-determined motivation and study interest (Reeve, 2002; Schiefele, Krapp & Winteler, 1992).”
Causality orientations moderate the undermining effect of rewards on intrinsic motivation (2011, unknown): “…behavioural persistence and numerous adaptive outcomes across a number of domains including educational (Deci, Vallerand, Pelletier, & Ryan, 1991; Reeve, 2002), health (Hagger & Chatzisarantis, 2009), occupational (Gagné & Deci, 2005), social (Knee, Patrick, Vietor, Nanayakkara, & Neighbors,…”
Influence of coaches' autonomy support on athletes' motivation and sport performance: A test of the hierarchical model of intrinsic and extrinsic motivation. (2010, background): “For instance, Edmunds et al. (2008) have followed the guidelines of Reeve (2002) to create an autonomy-supportive teaching style in a 10-week exercise program.”
Relation between teachers' early expectations and students' later perceived competence in physical education classes: Autonomy-supportive climate as a moderator. (2006, background): “Several studies suggest that environments and classrooms practices that are perceived by students as autonomy-supportive may enhance students’ internal locus of causality, intrinsic motivation and self-determination (see Deci et al., 1991; Reeve, 2002, for reviews).”
Administrative pressures and teachers' interpersonal behaviour in the classroom (2009, background): “Several studies have examined the behaviors of autonomy-supportive and controlling teachers for the purpose of distinguishing more clearly what is meant by these two types of behaviors (Reeve, 2002; Reeve and Jang, 2006; Sarrazin et al., 2006).”
Students' self-determined and integrative orientations and teachers' motivational support in a Japanese as a foreign language context (2014, unknown): “Competence is developed through constructive and informative feedback and encouragement after failure, along with clear goals and well-structured guidelines (Reeve, 2002; Ryan & Deci, 2000; Vansteenkiste, Sierens, Soenens, Lucykx, & Lens, 2009).”
The Social Context as a Determinant of Teacher Motivational Strategies in Physical Education (2009, background): “teaching strategies may be adaptive, teachers may not always utilize them in their teaching (Reeve, 2002).”
A Prospective Study of Participation in Optional School Physical Education Using a Self-Determination Theory Framework. (2005, background): “Reeve (2002) also argued that student motivation is optimal under conditions in which teachers provide optimal structure along with high autonomy support.”
Relationship Between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop Out of High School: A Longitudinal Study (2011, background): “Factors Influencing Students’ Self-Determined Motivation at School Several studies (e.g., Assor, Kaplan, Kanat-Maymon, & Roth, 2005; Reeve, 2002) within a school context have revealed the negative effects on students’ self-determined motivation of those teachers who exhibit various forms of…”