A Self-determination Theory Perspective on Student Engagement

By J. Reeve. 2012

1,305 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/aebec232c843f4bc935c24a03e15e5bd1ea997e3

How researchers see this paper

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

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, background): “This distinction is important as the autonomous forms of regulation are more beneficial for the motivation for learning than the controlling forms of regulation (Deci & Ryan,1985, 2000; Reeve, 2012; Ryan & Deci, 2000).”
In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “…teacher motivational support shapes engagement is by helping students feel more efficacious, autonomous, welcome, and safe, and to better internalize educational values (Connell & Wellborn, 1991; Deci & Ryan, 1985; Reeve, 2012; Skinner & Belmont, 1993; Wentzel, 1999, 2009a; Wigfield et al., 2015).”
Engagement and Disaffection as Central to Processes of Motivational Resilience and Development (2016, background): “Self-determination (Deci & Ryan, 1985; Reeve, 2012) Participation Persistence vs.”
Meta-Analysis and Common Practice Elements of Universal Approaches to Improving Student-Teacher Relationships (2020, background): “Self-determination theory, grounded in basic needs theory, assumes that three psychological needs must be addressed for a person to be intrinsically engaged in a task: (1) autonomy, (2) competence, and (3) relatedness (Niemiec & Ryan, 2009; Reeve, 2012).”
Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes (2021, background): “Indeed, engagement implies the ‘presence of task-facilitating emotions’ (e.g. interest and enjoyment) and ‘absence of task-withdrawing emotions’ (e.g. anxiety, distress, and boredom) (Reeve, 2012).”
Motivation and engagement: Same or different? Does it matter? (2017, background): “Reeve (2012) has observed that motivation comprises “private, unobservable, psychological, neural, and biological” factors, whereas engagement comprises “publicly observable behavior” (p. 151).”
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective (2018, background): “In addition, we expected that, overall, teacher autonomy-supportive practices would protect students from experiencing a decrease in perceived competence, and in turn disengaging from science class, on days when classwork was perceived to be difficult (Reeve, 2012).”
Exploring Engagement in Tasks in the Language Classroom (2016, methodology): “Indeed, it is described by some as the visible manifestation or “descriptor” of motivation (Ainley, 2012; Cleary & Zimmerman, 2012; Martin, 2012; Reeve, 2012; Schunk & Miller, 2002) and by others as the precursor of motivation (Pekrun & Linnenbrink-Garcia, 2012).”
Students’ motivation and engagement in higher education: the importance of attitude to online learning (2020, background): “The connection between motivation and engagement is explicit and direct, with a focus on motivation leading to and/or facilitating engagement (Dabbagh 2007; Lee and Reeve 2012; Reeve 2012; Skinner et al.”
The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “Research to date suggests that agentic engagement is a statistically distinct construct that is related to the other three dimensions of engagement (behavioral, cognitive, emotional) but independently predicts achievement and motivation (Jang, Kim, & Reeve, 2012; Reeve & Tseng, 2011).”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, background): “As evidenced by both experimental manipulations (Cheon, Reeve, & Moon, 2012) and longitudinal surveys (Jang, Kim, & Reeve, 2012), autonomy-supportive teaching (the delivery of instruction through an interpersonal tone of support and understanding; e.g., perspective taking, creating opportunities…”
Self-determination for all language learners: New applications for formal language education (2019, background): “Other researchers maintain that autonomy support, structure, and involvement should remain separate (Aelterman et al., 2013; Reeve, 2012).”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “are thought to predict engagement, and student engagement is thought to mediate the association between students’ motivation and learning outcomes (Reeve, 2012; Skinner & Pitzer, 2012).”