How K-12 teachers can put self-determination theory principles into practice

By J. Reeve, Marc Halusic. 2009

276 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/d34e07b6b9f1cfe4a49c901a1b85cf089c98b765

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

The academic adjustment scale: Measuring the adjustment of permanent resident or sojourner students (2016, background): “In accordance with the literature (Reeve, 2002; Reeve & Halusic, 2009), intrinsically motivated resources should be more strongly linked to academic adjustment and success than extrinsically linked resources.”
Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context (2012, background): “…engagement is because it nurtures students’ underlying need for autonomy, thereby vitalizing in them an engagement-fostering source of motivation (Reeve & Halusic, 2009), as perceived autonomy has been shown to be a direct predictor of students’ persistence (Vansteenkiste, Simons, Lens,…”
Autonomy and autonomy disturbances in self-development and psychopathology: Research on motivation, attachment, and clinical process (2016, background): “…which concerns the degree to which parents or other caregivers create the necessary conditions for children to begin developing a sense of mastery and provide ongoing assistance to optimize competence development (Farkas & Grolnick, 2010; Grolnick & Pomerantz, 2009; Reeve & Halusic, 2009).”
Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement (2015, methodology): “Taking into account SDT tenets and previous studies (Jang, Kim, & Reeve, 2012; Reeve & Halusic, 2009), teachers help students' develop a sense of autonomy by acknowledging students' interests and building choice into school curricula.”
Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive (2009, background): “…well suited to supporting students’ autonomous motivation during these motivational turning points embedded within most learning activities (Reeve & Halusic, 2009), and they provide one possible framework to integrate the work of many motivation researchers (Assor et al., 2002; Davidson &…”
A Self-determination Theory Perspective on Student Engagement (2012, background): “…expectations, beliefs, and goals contribute to their classroom engagement, self-determination theory is unique in that it emphasizes the instructional task of vitalizing students’ inner motivational resources as the key step in facilitating high-quality engagement (Reeve & Halusic, 2009 ) .”
Self-determined motivation for practice in university music students (2016, background): “Extensive research in school education and other education contexts such as university have demonstrated that psychological needs support in these contexts produces greater wellbeing, engagement, and achievement (for reviews, see Niemiec & Ryan, 2009; Reeve & Halusic, 2009).”