Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice.

By J. Reeve, Glen Nix, D. Hamm. 2003

547 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/65133ded4f479cf0466665034cde94fd5681bea9

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In Experimental and Cognitive Psychology

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In Social Psychology

Citations in the corpus

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “SDT suggests that when students experience a sense of choice they feel more ownership of activities and greater autonomy, resulting in an enhanced intrinsic motivation (e.g., Bao & Lam, 2008; Reeve, Nix, & Hamm, 2003).”
What teachers say and do to support students' autonomy during a learning activity. (2006, methodology): “…manipulations known to affect perceptions of autonomy, such as provision for choice and exposure to an autonomy-supportive environment (Reeve et al., 2003), and (b) predict intrinsic motivational outcomes, such as intrinsically motivated behavior during a free-choice period (Reeve et al., 2003).”
Effects of Autonomy-Supportive Teaching on Student Learning and Motivation (2012, background): “However, research on autonomy support in classrooms demonstrates that choice is not the crucial factor to support students’ sense of autonomy, and instead, feelings of volition and relevance are more important (Assor, Kaplan, & Roth, 2002 ; Reeve, Nix, & Hamm, 2003 ).”
Incremental effects of reward on experienced performance pressure: positive outcomes for intrinsic interest and creativity (2009, methodology): “Perceived self-determination refers to individuals’ view that their behavior is self-initiated, self-regulated, and accompanied by feelings of freedom during task performance (Deci & Ryan, 1985; Reeve, Nix, & Ham, 2003 ).”
Examining Social Class and Work Meaning Within the Psychology of Working Framework (2014, methodology): “Drawing from previous research (Brief et al., 1995; Mpofu, Stevens, Biggs, & Johnson, 2012; Reeve et al., 2003) and theoretical propositions (Blustein et al.”
Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? (2009, background): “The AFS measures psychological needs as situationally sensitive experiential states (rather than as personality dispositions), and past research has shown the scale to be both reliable and valid (Hardre & Reeve, 2003; Reeve et al., 2003).”
Principals' leadership and teachers' motivation: Self‐determination theory analysis (2011, result): “…motivations is surprising, especially when compared to the rich literature concerning teaching styles and students’ motivations (Assor et al., 2002, 2005; Deci et al., 1981; Grolnick and Ryan, 1987; Jang, 2008; Reeve, 2002; Reeve et al., 1999, 2003; Roth et al., 2007; Roth and Bibi, 2010).”
Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context (2012, background): “…autonomy support— operationally defined both objectively by trained raters’ assessments and subjectively by students’ perceptions—predicts students’ perceived autonomy (Reeve & Jang, 2006; Su & Reeve, 2011), and this directional relation has been shown to be a causal one (Reeve et al., 2003).”
A self-determination theory approach to psychotherapy: The motivational basis for effective change. (2008, background): “Research within SDT has identified a number of specific components to autonomy support, including understanding and acknowledging individuals’ perspectives (Koestner, Ryan, Bernieri, & Holt, 1984), providing them with unconditional regard (Assor, Roth, & Deci, 2004), supporting choice (Moller, Deci,”
Social Contagion of Motivation Between Teacher and Student: Analyzing Underlying Processes (2010, methodology): “…of teaching style (Deci, Eghari, Patrick, & Leone, 1994), we derived a global autonomy-supportive style variable from the behavioral ratings using the method reported by Reeve, Nix, and Hamm (2003), wherein controlling behaviors were reverse-scored and added to the autonomy-supportive behaviors.”
The Basic Needs Satisfaction in Sport Scale (BNSSS) : instrument development and initial validity evidence (2011, methodology): “Indeed, as we noted previously, Reeve et al. (2003) found that, compared with choice, volition and IPLOC were better predictors of intrinsic motivation. Similarly, Assor, Kaplan, and Roth (2002) found that, compared with “providing choice”, teacher behaviour that “fostered relevance” (potentially a ”