Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style

By S. Cheon, J. Reeve, Youngsun Lee, Jae-won Lee. 2018

203 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ab693f3e0c4ad87a31d1b71201c7901fb7f82c1c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Angelica Moè
2. I. Katz

In Safety Research

1. Angelica Moè
2. I. Katz

In Social Psychology

1. I. Katz
2. Angelica Moè

Citations in the corpus

• Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “Cheon, Reeve, Lee, and Lee (2018) recently reported another intervention focused on increasing teacher autonomy support.”
• Emotion regulation and need satisfaction shape a motivating teaching style (2020, methodology): “Previous research (e.g. Cheon et al., 2018, 2012) found that teachers’ and parents' adoption of a motivating style can be fostered through trainings that describe and provide practice in autonomy supportive and structuring modalities and are set in a way that enable experiencing need satisfaction,…”