Students' Classroom Engagement Produces Longitudinal Changes in Classroom Motivation.

By J. Reeve, Woogul Lee. 2014

360 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/54e18ecd2bce36813a3876fd58e7aa921f8f717b

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Self-determined motivation for practice in university music students (2016, background): “…feelings of autonomy, greater engagement, and better learning (e.g. Kiemer, Gröschner, Pehmer, & Seidel, 2015; Peetsma & Van der Veen, 2013; Ratelle & at UNSW Library on October 7, 2016pom.sagepub.comDownloaded from Duchesne, 2014; Reeve & Lee, 2014; for a meta-analysis see Su & Reeve, 2010).”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, result): “These findings are similar to those found in the related literature (Reeve and Lee, 2014).”
Academic Engagement: An Overview of Its Definitions, Dimensions, and Major Conceptualisations (2016, background): “…et al., 2013; Reeve & Lee, 2014; Phan, 2014b; Wang & Eccles, 2013), task value (e.g., Wang & Eccles, 2013; Martin, Way, & Anderson, 2015; Phan & Ngu, 2014b; Fan, 2011), and mastery goal orientation (e.g., Wang & Holcombe, 2010; Reeve & Lee, 2014; Phan, 2014a; Gonida, Voulala, & Kiosseoglou, 2009).”
Determinants of classroom engagement: a prospective test based on self-determination theory (2018, background): “Unfortunately, the four aspects of engagement have been treated as a single latent factor (Jang et al., 2016; Reeve & Lee, 2014); this procedure does not make it possible to know the differential contribution of the studied determinants (i.e. autonomy support and need for autonomy).”
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. (2017, methodology): “Thus, engagement may act as a central pivot for the development of motivation (Heckhausen, 1991; Reeve & Lee, 2014), mediating the influence of the classroom and prior motivation on future motivation.”
Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, neutral): “In many studies, engagement has been defined as students’ in-class activity toward learning goals, e.g. achievement (Fredricks et al., 2004; Reeve & W. Lee, 2014; Skinner, Kindermann, & Furrer, 2009; Wang & Eccles, 2011).”
How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. (2013, background): “For instance, engagement likely contributes positively to constructive changes in students’ motivation (Reeve & Lee, 2013).”
A needs‐supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior (2018, methodology): “Finally, based on prior findings (Jang et al., 2012; Reeve & Lee, 2014), we acknowledged that students’ own classroom behaviors sometimes create self-generated changes in their need satisfaction and need frustration, which is one of the primary reasons we relied on an experimental rather than on a…”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “Most notably, the relationship between psychological need satisfaction and engagement was reciprocal—an effect that has subsequently been replicated in school (Reeve & Lee, 2014) and sport (Curran et al., 2016).”
Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, neutral): “Longitudinal research has also shown that as students experience more need satisfaction in class they become more engaged, and in becoming more engaged, they also experience greater need satisfaction (Reeve & Lee, 2014).”
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016, background): “This study also showed that girls have higher engagement and academic achievement, a finding that is becoming more common across national contexts (e.g., Benner, 2013; Martin, 2007; Reeve & Lee, 2014).”