Providing a Rationale in an Autonomy-Supportive Way as a Strategy to Motivate Others During an Uninteresting Activity

By J. Reeve, Hyungshim Jang, Patricia Hardré, Mafumi Omura. 2002

373 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e2577b5d2a6833036f8e1b5fce24ff83e75bbc71

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In Applied Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

A design framework for enhancing engagement in student-centered learning: own it, learn it, and share it (2016, background): “Facilitate endorsement of external goals When an explanation of the purpose and value is provided, they are likely to become personally engaged and motivated to engage (Reeve et al. 2002)”
Self-Determination Theory and Public Policy: Improving the Quality of Consumer Decisions without using Coercion (2006, background): “Research suggests that providing a rationale for doing an uninteresting activity can increase autonomous motivation for the activity by facilitating internalization and integration (Deci et al. 1994; Joussemet et al. 2004; Reeve et al. 2002).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “Although the very earliest phases of interest might be considered to be an emotion and to have minimal knowledge requirements (Hidi, 2006 ; Reeve, Jang, Hardre, & Omura, 2002 ), Hidi and Renninger suggested that for interest to develop, knowledge and value, in addition to affect, need to be presen”
Student autonomy and course value: The unique and cumulative roles of various teacher practices (2013, background): “Furthermore, even in the most stringent (experimental) tests of rationale provision (e.g. Reeve et al. 2002; Jang 2008), significant effects of this practice have been found when it was combined with other practices that are hypothesized to be autonomy-supportive (i.e. perspective-taking).”
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization (2018, background): “For example, a teacher could indicate that paying attention in class is useful for passing the test (e.g., Reeve et al., 2002) or is useful to demonstrate that one is a model student.”
How K-12 teachers can put self-determination theory principles into practice (2009, background): “Doing so facilitates students’ appreciation, understanding, and internalization for why the otherwise uninteresting activity is actually a personally useful thing to do (Assor et al., 2002; Husman and Lens, 1999; Jang, 2008; Koestner et al., 1984; Reeve et al., 2002; Vansteenkiste et al., 2006).”
Conceptualizing parental autonomy support: adolescent perceptions of promotion of independence versus promotion of volitional functioning. (2007, neutral): “(b) Rosenberg’s (1965) 10 item self-esteem scale (e.”