A classroom-based intervention to help teachers decrease students' amotivation

By S. Cheon, J. Reeve. 2015

376 citations recorded by the source corpus.

Subfields: Applied Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d9250b74090d7981eae376804062a9dd722fc395

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In Applied Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Basic psychological need theory: Advancements, critical themes, and future directions (2020, positive): “Effective intervention programs for teachers (e.g., Cheon and Reeve 2015), parents (e.g., Joussemet et al.”
Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games☆ (2015, methodology): “The 3-part ASIP provided to coaches in the experimental condition was based on our previously-utilized 3-part ASIP with physical education (PE) teachers (Cheon & Reeve, 2013, 2015; Cheon et al., 2012, 2014).”
Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease (2018, positive): “…identi ﬁ ed antecedent — namely, teacher participation in a theory-based, carefully designed, teacher-focused, semester-long, autonomy-supportive intervention program (ASIP; Aelterman, Vansteenkiste, Van den Berghe, De Meyer, & Haerens, 2014; Chatzisarantis & Hagger, 2009; Cheon & Reeve, 2015).”
A needs‐supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior (2018, methodology): “…preference for optimal challenge), learning (conceptual understanding, deep processing), performance (task performance, grades), and well-being (vitality, school satisfaction, lesser cortisol) (Chatzisarantis & Hagger, 2009; Cheon & Reeve, 2015; Cheon et al., 2016; Tessier et al., 2010).”
Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France (2016, background): “In turn, these pessimistic attitudes and negative reactions interfere with their ability to learn (Cheon & Reeve, 2015) and may lead students to quit the activity (Dweck, 1999).”
Teachers become more autonomy supportive after they believe it is easy to do (2016, positive): “These more skill-based interventions have yielded relatively large effect sizes (d's > 1) and sometimes they have yielded very large effect sizes (d > 2; Cheon & Reeve, 2015).”
Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions (2017, positive): “This inter-relationship can be defined as agentic engagement—a student’s positive motivational involvement or agency in teacher-student interactions (Cheon and Reeve 2015; Reeve and Tseng 2011).”
Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. (2017, background): “Analogous effects have also been elucidated for teacher autonomy supportive interventions on the reduction of Korean high school student disaffection (Cheon & Reeve, 2015).”
Need-Supportive Professional Development in Elementary School Physical Education: Effects of a Cluster-Randomized Control Trial on Teachers’ Motivating Style and Student Physical Activity (2018, methodology): “…findings have emerged from such studies: trained teachers can learn how to become more 19 autonomy supportive (e.g., Chatzisarantis & Hagger, 2009; Cheon & Reeve, 2015; Cheon et 20 al., 2012; Perlman, 2015; Tessier et al., 2008) or need-supportive (e.g., Aelterman et al., 2014; 21 Tessier et al.,…”
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model (2016, background): “When need satisfaction and need frustration are assessed together, researchers find that they are only moderately negatively correlated (r ¼ .39 in Bartholomew, Ntoumanis, Ryan, Bosch, et al., 2011b; r ¼ .40 in Cheon & Reeve, 2015; r ¼ .47 in Unanue et al., 2014).”
Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style (2018, background): “…autonomy supportive), as documented both by students' postintervention perceptions of their teacher's motivating style (Cheon et al., 2012; Cheon, Reeve, & Song, 2016) and by observers' objective ratings of teachers' post-intervention teaching behavior (Cheon et al., 2014; Cheon & Reeve, 2015).”