Promoting self-determined school engagement: Motivation, learning, and well-being.

By Richard M. Ryan, Edward L. Deci. 2009

516 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d76c9cde39a92513e49bdc0904a063ba51e598ee

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Citations in the corpus

Identity and Language Learning (2013, background): “Arguably, Self-Determination Theory (see, e.g., Ryan & Deci, 2009)—not specifically mentioned by Norton—is the model of motivation that seems most nearly to accommodate the factor of investment, thanks to its recognition of the human need for relatedness alongside competence and autonomy, but, even…”
Exploring Student Persistence in STEM Programs: A Motivational Model (2015, background): “From an educational perspective, self-determination theory (SDT) focuses on the role of psychological need satisfaction in predicting academic persistence, well-being, and achievement (Deci & Ryan, 2012; Ryan & Deci, 2009).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “Tsai, Kunter, Lüdtke, Trautwein, and Ryan (2008) examined predictors of 7th grade German students interest in different lessons in math, German, and foreign language.”
Assessing agency of university students: validation of the AUS Scale (2017, background): “Motivational theories, such as self-determination theory (Ryan and Deci 2000, 2009), involve assumptions closely related to agency in their claim that intrinsic motivation is maintained when individuals experience the choice to act in the absence of external pressure.”
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA (2018, background): “Enjoyment of science refers to the intrinsic drive for science learning and the satisfaction with this subject itself (Ryan & Deci, 2009).”
How Motivation Influences Student Engagement: A Qualitative Case Study. (2012, background): “…student motivation and engagement, but also explores the different types of engagement from authentic to rebellion (Schlechty, 2001, 2011) that may result from and be related to different types of motivation, from self determined intrinsic through to extrinsic and a-motivation (Ryan & Deci, 2009).”
Expectancy-value theory: retrospective and prospective (2010, background): “…of value has some conceptual similarities with the identified regulation and integrated regulation components of motivation in Deci and Ryan’s (Ryan & Deci, 2000, 2009) Self-Determination Theory (SDT), which concern engaging in activities because they are important to individuals for…”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “Krapp (2002, 2005) also has made specific links between his work on interest and selfdetermination theory (Ryan & Deci, 2009).”
The relations between implicit intelligence beliefs, autonomous academic motivation, and school persistence intentions: a mediation model (2015, methodology): “The goal of the present research is to study two categories of motivation factors, namely self-theories of intelligence (Dweck and Master 2009) and autonomous academic motivation (Ryan and Deci 2009) in relation to school persistence intentions.”
Revisiting the Role of Rewards in Motivation and Learning: Implications of Neuroscientific Research (2016, background): “First, according to the SDT (e.g., Deci et al. 1999, 2001; Deci and Ryan 1985, 2012; Ryan and Deci 2009), intrinsic motivation is not only distinct from extrinsic motivation, but is also superior, as the satisfaction of individuals’ psychological needs to feel autonomous, competent, and socially rel”
The Academic Motivation Scale: Dimensionality, Reliability, and Construct Validity Among Vocational Students (2016, background): “…motivation, overarching, autonomous types are associated with numerous cognitive, affective, and behavioural outcomes, which are all considered to be positive for both individuals and society (Deci & Ryan, 2008, 2014; Guay, Ratelle & Chanal, 2008; Ryan & Deci, 2009, Vallerand & Bissonnette, 1992).”
The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation (2015, methodology): “Selfdetermination theory (Ryan & Deci, 2009) describes how motivation can range from being completely internal and self-driven (intrinsic) to being controlled by external forces (extrinsic).”
Gamification in Science Education. A Systematic Review of the Literature (2021, background): “The degree of internalization depends on the person’s perception of the events as supporting and informational that aids them to achieve their psychological needs [39,40].”