메뉴 건너뛰기




Volumn 61, Issue , 2020, Pages

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions

Author keywords

[No Author keywords available]

Indexed keywords


EID: 85083016373     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2020.101860     Document Type: Article
Times cited : (2103)

References (134)
  • 1
    • 85050558090 scopus 로고    scopus 로고
    • Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach
    • Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J.R.J., Reeve, J., Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach. Educational Psychology 111:3 (2019), 497–521.
    • (2019) Educational Psychology , vol.111 , Issue.3 , pp. 497-521
    • Aelterman, N.1    Vansteenkiste, M.2    Haerens, L.3    Soenens, B.4    Fontaine, J.R.J.5    Reeve, J.6
  • 2
    • 85083014335 scopus 로고    scopus 로고
    • Achievement motivation theory: Balancing precision and utility
    • Anderman, E., Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 61, 2020, 101864, 10.1016/j.cedpsych.2020.101864.
    • (2020) Contemporary Educational Psychology , vol.61
    • Anderman, E.1
  • 3
    • 85014516777 scopus 로고    scopus 로고
    • Reducing violence in non-controlling ways: A change program based on self-determination theory
    • Assor, A., Feinberg, O., Kanat-Maymon, Y., Kaplan, H., Reducing violence in non-controlling ways: A change program based on self-determination theory. The Journal of Experimental Education 86:2 (2018), 195–213.
    • (2018) The Journal of Experimental Education , vol.86 , Issue.2 , pp. 195-213
    • Assor, A.1    Feinberg, O.2    Kanat-Maymon, Y.3    Kaplan, H.4
  • 4
    • 70149119080 scopus 로고    scopus 로고
    • Combining vision with voice: A learning and implementation structure promoting teachers’ internalization of practices based on self-determination theory
    • Assor, A., Kaplan, H., Feinberg, O., Tal, K., Combining vision with voice: A learning and implementation structure promoting teachers’ internalization of practices based on self-determination theory. Theory and Research in Education 7:2 (2009), 234–243.
    • (2009) Theory and Research in Education , vol.7 , Issue.2 , pp. 234-243
    • Assor, A.1    Kaplan, H.2    Feinberg, O.3    Tal, K.4
  • 5
    • 25144514590 scopus 로고    scopus 로고
    • Directly controlling teachers' behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety
    • Assor, A., Kaplan, H., Kanat-Maymon, Y., Roth, G., Directly controlling teachers' behaviors as predictors of poor motivation and engagement in girls and boys: The role of anger and anxiety. Learning and Instruction 15 (2005), 397–413.
    • (2005) Learning and Instruction , vol.15 , pp. 397-413
    • Assor, A.1    Kaplan, H.2    Kanat-Maymon, Y.3    Roth, G.4
  • 6
    • 0036618314 scopus 로고    scopus 로고
    • Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviors in predicting student's engagement in school work
    • Assor, A., Kaplan, H., Roth, G., Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviors in predicting student's engagement in school work. British Journal of Educational Psychology 72 (2002), 261–278.
    • (2002) British Journal of Educational Psychology , vol.72 , pp. 261-278
    • Assor, A.1    Kaplan, H.2    Roth, G.3
  • 7
    • 41149150353 scopus 로고    scopus 로고
    • Who makes the choice?: Rethinking the role of autonomy and relatedness in Chinese children's motivation
    • Bao, X.-H., Lam, S.-F., Who makes the choice?: Rethinking the role of autonomy and relatedness in Chinese children's motivation. Child Development 79:2 (2008), 269–283.
    • (2008) Child Development , vol.79 , Issue.2 , pp. 269-283
    • Bao, X.-H.1    Lam, S.-F.2
  • 8
    • 85063210139 scopus 로고    scopus 로고
    • Flourishing in the forest: Looking at Forest School through a self-determination theory lens
    • Barrable, A., Arvanitis, A., Flourishing in the forest: Looking at Forest School through a self-determination theory lens. Journal of Outdoor and Environmental Education, 22, 2019, 39.
    • (2019) Journal of Outdoor and Environmental Education , vol.22 , pp. 39
    • Barrable, A.1    Arvanitis, A.2
  • 9
    • 84887135656 scopus 로고    scopus 로고
    • Job pressure and ill-health in physical education teachers: The mediating role of psychological need thwarting
    • Bartholomew, K.J., Ntoumanis, N., Cuevas, R., Lonsdale, C., Job pressure and ill-health in physical education teachers: The mediating role of psychological need thwarting. Teaching and Teacher Education 37 (2014), 101–107.
    • (2014) Teaching and Teacher Education , vol.37 , pp. 101-107
    • Bartholomew, K.J.1    Ntoumanis, N.2    Cuevas, R.3    Lonsdale, C.4
  • 10
    • 0000861917 scopus 로고
    • Quality of learning with an active versus passive motivational set
    • Benware, C.A., Deci, E.L., Quality of learning with an active versus passive motivational set. American Educational Research Journal 21:4 (1984), 755–765.
    • (1984) American Educational Research Journal , vol.21 , Issue.4 , pp. 755-765
    • Benware, C.A.1    Deci, E.L.2
  • 11
    • 85027938454 scopus 로고    scopus 로고
    • Do children's executive functions account for associations between early autonomy- supportive parenting and achievement through high school?
    • Bindman, S.W., Pomerantz, E.M., Roisman, G.I., Do children's executive functions account for associations between early autonomy- supportive parenting and achievement through high school?. Journal of Educational Psychology 107:3 (2015), 756–770.
    • (2015) Journal of Educational Psychology , vol.107 , Issue.3 , pp. 756-770
    • Bindman, S.W.1    Pomerantz, E.M.2    Roisman, G.I.3
  • 12
    • 0034345802 scopus 로고    scopus 로고
    • The effects of student self-regulation and instructor autonomy support on learning in a college-level natural science course: A self-determination theory perspective
    • Black, A.E., Deci, E.L., The effects of student self-regulation and instructor autonomy support on learning in a college-level natural science course: A self-determination theory perspective. Science Education 84:6 (2000), 740–756.
    • (2000) Science Education , vol.84 , Issue.6 , pp. 740-756
    • Black, A.E.1    Deci, E.L.2
  • 13
    • 0000176573 scopus 로고
    • Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance
    • Butler, R., Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology 79:4 (1987), 474–482.
    • (1987) Journal of Educational Psychology , vol.79 , Issue.4 , pp. 474-482
    • Butler, R.1
  • 14
    • 84930650557 scopus 로고    scopus 로고
    • The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction
    • Chang, Y., Leach, N., Anderman, E.M., The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction. Social Psychology of Education 18 (2015), 315–336.
    • (2015) Social Psychology of Education , vol.18 , pp. 315-336
    • Chang, Y.1    Leach, N.2    Anderman, E.M.3
  • 16
    • 84955406162 scopus 로고    scopus 로고
    • Motivation of Chinese learners: An integration of etic and emic approaches
    • R.B. King A.B.I. Bernardo Springer Singapore
    • Cheng, R.W.Y., Shu, T.M., Zhou, N., Lam, S.F., Motivation of Chinese learners: An integration of etic and emic approaches. King, R.B., Bernardo, A.B.I., (eds.) The psychology of Asian learners, 2016, Springer, Singapore, 355–368.
    • (2016) The psychology of Asian learners , pp. 355-368
    • Cheng, R.W.Y.1    Shu, T.M.2    Zhou, N.3    Lam, S.F.4
  • 17
    • 85033567480 scopus 로고    scopus 로고
    • Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style
    • Cheon, S.H., Reeve, J., Lee, Y., Lee, J., Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating style. Teaching and Teacher Education 69 (2018), 43–51.
    • (2018) Teaching and Teacher Education , vol.69 , pp. 43-51
    • Cheon, S.H.1    Reeve, J.2    Lee, Y.3    Lee, J.4
  • 18
    • 0035620003 scopus 로고    scopus 로고
    • Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation
    • Chirkov, V.I., Ryan, R.M., Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology 32:5 (2001), 618–635.
    • (2001) Journal of Cross-Cultural Psychology , vol.32 , Issue.5 , pp. 618-635
    • Chirkov, V.I.1    Ryan, R.M.2
  • 20
    • 85044605171 scopus 로고    scopus 로고
    • Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?
    • Cuevas, R., Ntoumanis, N., Fernandez-Bustos, J.G., Bartholomew, K.J., Does teacher evaluation based on student performance predict motivation, well-being, and ill-being?. Journal of School Psychology 68 (2018), 154–162.
    • (2018) Journal of School Psychology , vol.68 , pp. 154-162
    • Cuevas, R.1    Ntoumanis, N.2    Fernandez-Bustos, J.G.3    Bartholomew, K.J.4
  • 21
    • 0003631043 scopus 로고
    • Intrinsic motivation and self-determination in human behavior
    • Plenum Publishing Co New York, NY
    • Deci, E.L., Ryan, R.M., Intrinsic motivation and self-determination in human behavior. 1985, Plenum Publishing Co, New York, NY.
    • (1985)
    • Deci, E.L.1    Ryan, R.M.2
  • 22
    • 0034549672 scopus 로고    scopus 로고
    • The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior
    • Deci, E.L., Ryan, R.M., The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry 11:4 (2000), 227–268.
    • (2000) Psychological Inquiry , vol.11 , Issue.4 , pp. 227-268
    • Deci, E.L.1    Ryan, R.M.2
  • 23
    • 0001417774 scopus 로고
    • An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence
    • Deci, E.L., Schwartz, A.J., Sheinman, L., Ryan, R.M., An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology 73:5 (1981), 642–650.
    • (1981) Journal of Educational Psychology , vol.73 , Issue.5 , pp. 642-650
    • Deci, E.L.1    Schwartz, A.J.2    Sheinman, L.3    Ryan, R.M.4
  • 24
    • 84888067165 scopus 로고    scopus 로고
    • In search of integrative processes: Basic psychological need satisfaction predicts medial prefrontal activation during decisional conflict
    • Di Domenico, S.I., Fournier, M.A., Ayaz, H., Ruocco, A.C., In search of integrative processes: Basic psychological need satisfaction predicts medial prefrontal activation during decisional conflict. Journal of Experimental Psychology: General, 142(3), 2013, 967.
    • (2013) Journal of Experimental Psychology: General , vol.142 , Issue.3 , pp. 967
    • Di Domenico, S.I.1    Fournier, M.A.2    Ayaz, H.3    Ruocco, A.C.4
  • 25
    • 85018364672 scopus 로고    scopus 로고
    • The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research
    • Di Domenico, S.I., Ryan, R.M., The emerging neuroscience of intrinsic motivation: A new frontier in self-determination research. Frontiers in Human Neuroscience, 11, 2017, 145.
    • (2017) Frontiers in Human Neuroscience , vol.11 , pp. 145
    • Di Domenico, S.I.1    Ryan, R.M.2
  • 26
    • 85027384487 scopus 로고    scopus 로고
    • The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions
    • Duineveld, J.J., Parker, P., Ryan, R.M., Ciarrochi, J., Salmela-Aro, K., The link between perceived maternal and paternal autonomy support and adolescent well-being across three major educational transitions. Developmental Psychology 53 (2017), 1978–1994.
    • (2017) Developmental Psychology , vol.53 , pp. 1978-1994
    • Duineveld, J.J.1    Parker, P.2    Ryan, R.M.3    Ciarrochi, J.4    Salmela-Aro, K.5
  • 28
    • 32844473352 scopus 로고    scopus 로고
    • A conceptual history of the achievement goal construct
    • A. Elliot C. Dweck Guilford Press New York
    • Elliot, A.J., A conceptual history of the achievement goal construct. Elliot, A., Dweck, C., (eds.) Handbook of competence and motivation, 2005, Guilford Press, New York, 52–72.
    • (2005) Handbook of competence and motivation , pp. 52-72
    • Elliot, A.J.1
  • 29
    • 77955925737 scopus 로고    scopus 로고
    • Examining the components and concomitants of parental structure in the academic domain
    • Farkas, M.S., Grolnick, W.S., Examining the components and concomitants of parental structure in the academic domain. Motivation and Emotion 34:3 (2010), 266–279.
    • (2010) Motivation and Emotion , vol.34 , Issue.3 , pp. 266-279
    • Farkas, M.S.1    Grolnick, W.S.2
  • 30
    • 84857237480 scopus 로고    scopus 로고
    • Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors
    • Fernet, C., Guay, F., Senécal, C., Austin, S., Predicting intraindividual changes in teacher burnout: The role of perceived school environment and motivational factors. Teaching and Teacher Education 28:4 (2012), 514–525.
    • (2012) Teaching and Teacher Education , vol.28 , Issue.4 , pp. 514-525
    • Fernet, C.1    Guay, F.2    Senécal, C.3    Austin, S.4
  • 31
    • 84957947279 scopus 로고    scopus 로고
    • Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school
    • Froiland, J.M., Worrell, F.C., Intrinsic motivation, learning goals, engagement, and achievement in a diverse high school. Psychology in the Schools 53:3 (2016), 321–336.
    • (2016) Psychology in the Schools , vol.53 , Issue.3 , pp. 321-336
    • Froiland, J.M.1    Worrell, F.C.2
  • 32
    • 84945457518 scopus 로고    scopus 로고
    • Autonomous and con- trolled reasons underlying achievement goals: Implications for the 3 × 2 achievement goal model in educational and work settings
    • Gillet, N., Lafrenière, M.-A., Huyghebaert, T., Fouquereau, E., Autonomous and con- trolled reasons underlying achievement goals: Implications for the 3 × 2 achievement goal model in educational and work settings. Motivation and Emotion 39:6 (2015), 858–875.
    • (2015) Motivation and Emotion , vol.39 , Issue.6 , pp. 858-875
    • Gillet, N.1    Lafrenière, M.-A.2    Huyghebaert, T.3    Fouquereau, E.4
  • 33
    • 84856589517 scopus 로고    scopus 로고
    • Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support
    • Gillet, N., Vallerand, R.J., Lafreniere, M.K., Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology of Education 15 (2012), 77–95.
    • (2012) Social Psychology of Education , vol.15 , pp. 77-95
    • Gillet, N.1    Vallerand, R.J.2    Lafreniere, M.K.3
  • 34
    • 84947242678 scopus 로고    scopus 로고
    • The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction
    • Gnambs, T., Hanfstingl, B., The decline of academic motivation during adolescence: An accelerated longitudinal cohort analysis on the effect of psychological need satisfaction. Educational Psychology 36:9 (2016), 1691–1705.
    • (2016) Educational Psychology , vol.36 , Issue.9 , pp. 1691-1705
    • Gnambs, T.1    Hanfstingl, B.2
  • 35
    • 84890829526 scopus 로고    scopus 로고
    • Teachers' motivation to participate in training and to implement innovations
    • Gorozidis, G., Papaioannou, A.G., Teachers' motivation to participate in training and to implement innovations. Teaching and Teacher Education 39 (2014), 1–11.
    • (2014) Teaching and Teacher Education , vol.39 , pp. 1-11
    • Gorozidis, G.1    Papaioannou, A.G.2
  • 36
    • 34347364544 scopus 로고    scopus 로고
    • Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence
    • Gottfried, A.E., Marcoulides, G.A., Gottfried, A.W., Oliver, P.H., Guerin, D.W., Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development 31:4 (2007), 317–327.
    • (2007) International Journal of Behavioral Development , vol.31 , Issue.4 , pp. 317-327
    • Gottfried, A.E.1    Marcoulides, G.A.2    Gottfried, A.W.3    Oliver, P.H.4    Guerin, D.W.5
  • 38
    • 0023336251 scopus 로고
    • Autonomy in children's learning: An experimental and individual difference investigation
    • Grolnick, W.S., Ryan, R.M., Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology 52:5 (1987), 890–898.
    • (1987) Journal of Personality and Social Psychology , vol.52 , Issue.5 , pp. 890-898
    • Grolnick, W.S.1    Ryan, R.M.2
  • 39
    • 0000149784 scopus 로고
    • Parent styles associated with children's self-regulation and competence in school
    • Grolnick, W.S., Ryan, R.M., Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology 81 (1989), 143–154.
    • (1989) Journal of Educational Psychology , vol.81 , pp. 143-154
    • Grolnick, W.S.1    Ryan, R.M.2
  • 40
    • 0000958884 scopus 로고
    • Inner resources for school achievement: Motivational mediators of children's perceptions of their parents
    • Grolnick, W.S., Ryan, R.M., Deci, E.L., Inner resources for school achievement: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology 83:4 (1991), 508–517.
    • (1991) Journal of Educational Psychology , vol.83 , Issue.4 , pp. 508-517
    • Grolnick, W.S.1    Ryan, R.M.2    Deci, E.L.3
  • 41
    • 78149496005 scopus 로고    scopus 로고
    • Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects
    • Guay, F., Ratelle, C.F., Roy, A., Litalien, D., Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences 20:6 (2010), 644–653.
    • (2010) Learning and Individual Differences , vol.20 , Issue.6 , pp. 644-653
    • Guay, F.1    Ratelle, C.F.2    Roy, A.3    Litalien, D.4
  • 42
    • 0000008848 scopus 로고    scopus 로고
    • Social context, student's motivation, and academic achievement: Toward a process model
    • Guay, F., Vallerand, R.J., Social context, student's motivation, and academic achievement: Toward a process model. Social Psychology of Education 1:3 (1997), 211–233.
    • (1997) Social Psychology of Education , vol.1 , Issue.3 , pp. 211-233
    • Guay, F.1    Vallerand, R.J.2
  • 43
    • 84957939311 scopus 로고    scopus 로고
    • Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French
    • Guay, F., Valois, P., Falardeau, É., Lessard, V., Examining the effects of a professional development program on teachers' pedagogical practices and students' motivational resources and achievement in written French. Learning and Individual Differences 45 (2016), 291–298.
    • (2016) Learning and Individual Differences , vol.45 , pp. 291-298
    • Guay, F.1    Valois, P.2    Falardeau, É.3    Lessard, V.4
  • 45
    • 0038609719 scopus 로고    scopus 로고
    • A motivational model of rural students’ intentions to persist in, versus drop out of high school
    • Hardré, P.L., Reeve, J., A motivational model of rural students’ intentions to persist in, versus drop out of high school. Journal of Educational Psychology 95:2 (2003), 347–356.
    • (2003) Journal of Educational Psychology , vol.95 , Issue.2 , pp. 347-356
    • Hardré, P.L.1    Reeve, J.2
  • 46
    • 0031293006 scopus 로고    scopus 로고
    • Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization
    • Hayamizu, T., Between intrinsic and extrinsic motivation: Examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research 39:2 (1997), 98–108.
    • (1997) Japanese Psychological Research , vol.39 , Issue.2 , pp. 98-108
    • Hayamizu, T.1
  • 47
    • 85013796686 scopus 로고    scopus 로고
    • Incentives and test-based accountability in education
    • National Academy Press Washington, DC
    • Hout, M., Elliott, S.W., Incentives and test-based accountability in education. 2011, National Academy Press, Washington, DC.
    • (2011)
    • Hout, M.1    Elliott, S.W.2
  • 48
    • 85031719420 scopus 로고    scopus 로고
    • Testing a continuum structure of self-determined motivation: A meta-analysis
    • Howard, J.L., Gagné, M., Bureau, J.S., Testing a continuum structure of self-determined motivation: A meta-analysis. Psychological Bulletin 143:12 (2017), 1346–1377.
    • (2017) Psychological Bulletin , vol.143 , Issue.12 , pp. 1346-1377
    • Howard, J.L.1    Gagné, M.2    Bureau, J.S.3
  • 49
    • 85034067881 scopus 로고    scopus 로고
    • Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles
    • Jang, H.R., Teachers' intrinsic vs. extrinsic instructional goals predict their classroom motivating styles. Learning and Instruction 60:1 (2019), 286–300.
    • (2019) Learning and Instruction , vol.60 , Issue.1 , pp. 286-300
    • Jang, H.R.1
  • 50
    • 77955721488 scopus 로고    scopus 로고
    • Engaging students in learning activities: It is not autonomy support or structure, but autonomy support and structure
    • Jang, H., Reeve, J., Deci, E.L., Engaging students in learning activities: It is not autonomy support or structure, but autonomy support and structure. Journal of Educational Psychology 102:3 (2010), 588–600.
    • (2010) Journal of Educational Psychology , vol.102 , Issue.3 , pp. 588-600
    • Jang, H.1    Reeve, J.2    Deci, E.L.3
  • 51
    • 84955064255 scopus 로고    scopus 로고
    • A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students' preferred ways
    • Jang, H., Reeve, J., Halusic, M., A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students' preferred ways. The Journal of Experimental Education 84:4 (2016), 686–701.
    • (2016) The Journal of Experimental Education , vol.84 , Issue.4 , pp. 686-701
    • Jang, H.1    Reeve, J.2    Halusic, M.3
  • 52
    • 67949117335 scopus 로고    scopus 로고
    • Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented Korean students?
    • Jang, H., Reeve, J., Ryan, R.M., Kim, A., Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented Korean students?. Journal of Educational Psychology 101:3 (2009), 644–661.
    • (2009) Journal of Educational Psychology , vol.101 , Issue.3 , pp. 644-661
    • Jang, H.1    Reeve, J.2    Ryan, R.M.3    Kim, A.4
  • 55
    • 84895907745 scopus 로고    scopus 로고
    • “I'll do it later”: Type of motivation, self-efficacy and homework procrastination
    • Katz, I., Eilot, K., Nevo, N., “I'll do it later”: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion 38:1 (2014), 111–119.
    • (2014) Motivation and Emotion , vol.38 , Issue.1 , pp. 111-119
    • Katz, I.1    Eilot, K.2    Nevo, N.3
  • 56
    • 84938551646 scopus 로고    scopus 로고
    • Does grading affect educational attainment?: A longitudinal study
    • Klapp, A., Does grading affect educational attainment?: A longitudinal study. Assessment in Education: Principles, Policy and Practice 22:3 (2015), 302–323.
    • (2015) Assessment in Education: Principles, Policy and Practice , vol.22 , Issue.3 , pp. 302-323
    • Klapp, A.1
  • 57
    • 84865265866 scopus 로고    scopus 로고
    • Teachers’ relatedness with students: An underemphasized component of teachers’ basic psychological needs
    • Klassen, R.M., Perry, N.E., Frenzel, A.C., Teachers’ relatedness with students: An underemphasized component of teachers’ basic psychological needs. Journal of Educational Psychology 104 (2012), 150–165.
    • (2012) Journal of Educational Psychology , vol.104 , pp. 150-165
    • Klassen, R.M.1    Perry, N.E.2    Frenzel, A.C.3
  • 58
    • 85044433437 scopus 로고    scopus 로고
    • The testing charade: Pretending to make schools better
    • University of Chicago Press Chicago, IL
    • Korentz, D., The testing charade: Pretending to make schools better. 2017, University of Chicago Press, Chicago, IL.
    • (2017)
    • Korentz, D.1
  • 60
    • 84967166991 scopus 로고    scopus 로고
    • Motivation interventions in education: A meta-analytic review
    • Lazowski, R.A., Hulleman, C.S., Motivation interventions in education: A meta-analytic review. Review of Educational Research 86:2 (2016), 602–640.
    • (2016) Review of Educational Research , vol.86 , Issue.2 , pp. 602-640
    • Lazowski, R.A.1    Hulleman, C.S.2
  • 61
    • 84856494681 scopus 로고    scopus 로고
    • Is coming out always a “good thing”? Exploring the relations of autonomy support, outness and wellness for lesbian, gay and bisexual individuals
    • Legate, N., Ryan, R.M., Weinstein, N., Is coming out always a “good thing”? Exploring the relations of autonomy support, outness and wellness for lesbian, gay and bisexual individuals. Social Psychological and Personality Science 3:2 (2012), 145–152.
    • (2012) Social Psychological and Personality Science , vol.3 , Issue.2 , pp. 145-152
    • Legate, N.1    Ryan, R.M.2    Weinstein, N.3
  • 62
    • 84945438004 scopus 로고    scopus 로고
    • Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement
    • León, J., Núñez, J.L., Liew, J., Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences 43 (2015), 156–163.
    • (2015) Learning and Individual Differences , vol.43 , pp. 156-163
    • León, J.1    Núñez, J.L.2    Liew, J.3
  • 63
    • 20444483311 scopus 로고    scopus 로고
    • Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates
    • Lepper, M.R., Corpus, J.H., Iyengar, S.S., Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology 97:2 (2005), 184–196.
    • (2005) Journal of Educational Psychology , vol.97 , Issue.2 , pp. 184-196
    • Lepper, M.R.1    Corpus, J.H.2    Iyengar, S.S.3
  • 64
    • 85021708787 scopus 로고    scopus 로고
    • Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation
    • Litalien, D., Morin, A.J.S., Gagné, M., Vallerand, R.J., Losier, G.F., Ryan, R.M., Evidence of a continuum structure of academic self-determination: A two-study test using a bifactor-ESEM representation of academic motivation. Contemporary Educational Psychology 51 (2017), 67–82.
    • (2017) Contemporary Educational Psychology , vol.51 , pp. 67-82
    • Litalien, D.1    Morin, A.J.S.2    Gagné, M.3    Vallerand, R.J.4    Losier, G.F.5    Ryan, R.M.6
  • 65
    • 85026729727 scopus 로고    scopus 로고
    • Perceptions of teachers’ interpersonal styles and well-being and ill-being in secondary school physical education students: The role of need satisfaction and need frustration
    • Liu, J., Bartholomew, K., Chung, P.K., Perceptions of teachers’ interpersonal styles and well-being and ill-being in secondary school physical education students: The role of need satisfaction and need frustration. School Mental Health 9:4 (2017), 360–371.
    • (2017) School Mental Health , vol.9 , Issue.4 , pp. 360-371
    • Liu, J.1    Bartholomew, K.2    Chung, P.K.3
  • 66
    • 85061810472 scopus 로고    scopus 로고
    • The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in academic performance
    • Manganelli, S., Cavicchiolo, E., Mallia, L., Biasi, V., Lucidi, F., Alivernini, F., The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in academic performance. Educational Psychology 39 (2019), 470–488.
    • (2019) Educational Psychology , vol.39 , pp. 470-488
    • Manganelli, S.1    Cavicchiolo, E.2    Mallia, L.3    Biasi, V.4    Lucidi, F.5    Alivernini, F.6
  • 67
    • 0000319788 scopus 로고    scopus 로고
    • Culture and basic psychological principles
    • E.T. Higgins A.W. Kruglanski Guilford Press New York
    • Markus, H.R., Kitayama, S., Heiman, R.J., Culture and basic psychological principles. Higgins, E.T., Kruglanski, A.W., (eds.) Social psychology: Handbook of basic principles, 1996, Guilford Press, New York, 857–913.
    • (1996) Social psychology: Handbook of basic principles , pp. 857-913
    • Markus, H.R.1    Kitayama, S.2    Heiman, R.J.3
  • 68
    • 85014938007 scopus 로고    scopus 로고
    • Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships
    • Maxwell, A., Riley, P., Emotional demands, emotional labour and occupational outcomes in school principals: Modelling the relationships. Educational Management Administration and Leadership 45:3 (2017), 484–502.
    • (2017) Educational Management Administration and Leadership , vol.45 , Issue.3 , pp. 484-502
    • Maxwell, A.1    Riley, P.2
  • 71
    • 84928892705 scopus 로고    scopus 로고
    • How self-determined choice facilitates performance: A key role of the metromedial prefrontal cortex
    • Murayama, K., Matusumoto, M., Izuma, K., Sugiura, A., Ryan, R.M., Deci, E.L., Matsumoto, K., How self-determined choice facilitates performance: A key role of the metromedial prefrontal cortex. Cerberal Cortex 25:5 (2015), 1241–1251.
    • (2015) Cerberal Cortex , vol.25 , Issue.5 , pp. 1241-1251
    • Murayama, K.1    Matusumoto, M.2    Izuma, K.3    Sugiura, A.4    Ryan, R.M.5    Deci, E.L.6    Matsumoto, K.7
  • 72
    • 35349021989 scopus 로고    scopus 로고
    • Collateral damage: How high-stakes testing corrupts America's schools
    • Harvard Education Press Cambridge, MA
    • Nichols, S.L., Berliner, D.C., Collateral damage: How high-stakes testing corrupts America's schools. 2007, Harvard Education Press, Cambridge, MA.
    • (2007)
    • Nichols, S.L.1    Berliner, D.C.2
  • 73
    • 84935521955 scopus 로고    scopus 로고
    • The importance of autonomy support and the mediating role of work motivation for well-being: Self-determination theory in a Chinese work organization
    • Nie, Y., Chua, B.L., Yeung, A.S., Ryan, R.M., Chan, W.Y., The importance of autonomy support and the mediating role of work motivation for well-being: Self-determination theory in a Chinese work organization. International Journal of Psychology 50:4 (2015), 245–255.
    • (2015) International Journal of Psychology , vol.50 , Issue.4 , pp. 245-255
    • Nie, Y.1    Chua, B.L.2    Yeung, A.S.3    Ryan, R.M.4    Chan, W.Y.5
  • 74
    • 85083005121 scopus 로고    scopus 로고
    • A situative turn in the conversation on motivation theories
    • Nolen, S., A situative turn in the conversation on motivation theories. Contemporary Educational Psychology, 61, 2020, 101866, 10.1016/j.cedpsych.2020.101866.
    • (2020) Contemporary Educational Psychology , vol.61
    • Nolen, S.1
  • 75
    • 85056148223 scopus 로고    scopus 로고
    • Determinants of classroom engagement: A prospective test based on self-determination theory
    • Núñez, J.L., León, J., Determinants of classroom engagement: A prospective test based on self-determination theory. Teachers and Teaching 25:2 (2019), 147–159.
    • (2019) Teachers and Teaching , vol.25 , Issue.2 , pp. 147-159
    • Núñez, J.L.1    León, J.2
  • 76
    • 85012060208 scopus 로고    scopus 로고
    • Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes
    • Oga-Baldwin, W.L.Q., Nakata, Y., Parker, P.D., Ryan, R.M., Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology 49 (2017), 140–150.
    • (2017) Contemporary Educational Psychology , vol.49 , pp. 140-150
    • Oga-Baldwin, W.L.Q.1    Nakata, Y.2    Parker, P.D.3    Ryan, R.M.4
  • 77
    • 40749150355 scopus 로고    scopus 로고
    • The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings
    • Patall, E.A., Cooper, H., Robinson, J.C., The effects of choice on intrinsic motivation and related outcomes: A meta-analysis of research findings. Psychological Bulletin 134 (2008), 270–300.
    • (2008) Psychological Bulletin , vol.134 , pp. 270-300
    • Patall, E.A.1    Cooper, H.2    Robinson, J.C.3
  • 78
    • 84874328579 scopus 로고    scopus 로고
    • Student autonomy and course value: The unique and cumulative roles of various teacher practices
    • Patall, E.A., Dent, A.L., Oyer, M., Wynn, S.R., Student autonomy and course value: The unique and cumulative roles of various teacher practices. Motivation and Emotion 37 (2013), 14–32.
    • (2013) Motivation and Emotion , vol.37 , pp. 14-32
    • Patall, E.A.1    Dent, A.L.2    Oyer, M.3    Wynn, S.R.4
  • 80
    • 85077141559 scopus 로고    scopus 로고
    • Facilitating student outcomes by supporting autonomy: Implications for practice and policy
    • Patall, E.A., Zambrano, J., Facilitating student outcomes by supporting autonomy: Implications for practice and policy. Policy Insights from the Behavioral and Brain Sciences 6:2 (2019), 115–122.
    • (2019) Policy Insights from the Behavioral and Brain Sciences , vol.6 , Issue.2 , pp. 115-122
    • Patall, E.A.1    Zambrano, J.2
  • 81
    • 0036591718 scopus 로고    scopus 로고
    • Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors
    • Pelletier, L.G., Séguin-Lévesque, C., Legault, L., Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behaviors. Journal of Educational Psychology 94:1 (2002), 186–196.
    • (2002) Journal of Educational Psychology , vol.94 , Issue.1 , pp. 186-196
    • Pelletier, L.G.1    Séguin-Lévesque, C.2    Legault, L.3
  • 82
    • 85047533281 scopus 로고    scopus 로고
    • Designing for motivation, engagement and wellbeing in digital experience
    • Peters, D., Calvo, R.A., Ryan, R.M., Designing for motivation, engagement and wellbeing in digital experience. Frontiers in Psychology, 9, 2018, 797.
    • (2018) Frontiers in Psychology , vol.9 , pp. 797
    • Peters, D.1    Calvo, R.A.2    Ryan, R.M.3
  • 83
    • 80051819728 scopus 로고    scopus 로고
    • Why grades engender performance-avoidance goals: The mediating role of autonomous motivation
    • Pulfrey, C., Buchs, C., Butera, F., Why grades engender performance-avoidance goals: The mediating role of autonomous motivation. Journal of Educational Psychology 103:3 (2011), 683–700.
    • (2011) Journal of Educational Psychology , vol.103 , Issue.3 , pp. 683-700
    • Pulfrey, C.1    Buchs, C.2    Butera, F.3
  • 84
    • 0033197075 scopus 로고    scopus 로고
    • Autonomy-supportive teachers: How they teach and motivate students
    • Reeve, J., Bolt, E., Cai, Y., Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology 91 (1999), 537–548.
    • (1999) Journal of Educational Psychology , vol.91 , pp. 537-548
    • Reeve, J.1    Bolt, E.2    Cai, Y.3
  • 85
    • 33645744629 scopus 로고    scopus 로고
    • What teachers say and do to support students' autonomy during a learning activity
    • Reeve, J., Jang, H., What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology 98 (2006), 209–218.
    • (2006) Journal of Educational Psychology , vol.98 , pp. 209-218
    • Reeve, J.1    Jang, H.2
  • 86
    • 3142664717 scopus 로고    scopus 로고
    • Enhancing high school students’ engagement by increasing their teachers’ autonomy support
    • Reeve, J., Jang, H., Carrell, D., Jeon, S., Barch, J., Enhancing high school students’ engagement by increasing their teachers’ autonomy support. Motivation and Emotion 28:2 (2004), 147–169.
    • (2004) Motivation and Emotion , vol.28 , Issue.2 , pp. 147-169
    • Reeve, J.1    Jang, H.2    Carrell, D.3    Jeon, S.4    Barch, J.5
  • 87
    • 84920286584 scopus 로고    scopus 로고
    • Students’ classroom engagement produces longitudinal changes in classroom motivation
    • Reeve, J., Lee, W., Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology 106:2 (2014), 527–540.
    • (2014) Journal of Educational Psychology , vol.106 , Issue.2 , pp. 527-540
    • Reeve, J.1    Lee, W.2
  • 88
    • 85058045464 scopus 로고    scopus 로고
    • Motivational neuroscience
    • R.M. Ryan 2nd ed. Oxford University Press New York
    • Reeve, J., Lee, W., Motivational neuroscience. Ryan, R.M., (eds.) The Oxford handbook of motivation, 2nd ed., 2018, Oxford University Press, New York.
    • (2018) The Oxford handbook of motivation
    • Reeve, J.1    Lee, W.2
  • 89
    • 0038609702 scopus 로고    scopus 로고
    • Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice
    • Reeve, J., Nix, G., Hamm, D., Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology 95 (2003), 375–392.
    • (2003) Journal of Educational Psychology , vol.95 , pp. 375-392
    • Reeve, J.1    Nix, G.2    Hamm, D.3
  • 90
    • 26444439554 scopus 로고    scopus 로고
    • Sociocultural influences on student motivation as viewed through the lens of self-determination theory
    • G.A.D. Liem D.M. McInerney IAP Charlotte, NC
    • Reeve, J., Ryan, R.M., Deci, E.L., Sociocultural influences on student motivation as viewed through the lens of self-determination theory. Liem, G.A.D., McInerney, D.M., (eds.) Big theories revisited 2, 2018, IAP, Charlotte, NC, 31–60.
    • (2018) Big theories revisited 2 , pp. 31-60
    • Reeve, J.1    Ryan, R.M.2    Deci, E.L.3
  • 91
    • 79952107863 scopus 로고    scopus 로고
    • Cortisol reactivity to a teacher's motivating style: The biology of being controlled versus supporting autonomy
    • Reeve, J., Tseng, C.-M., Cortisol reactivity to a teacher's motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion 35:1 (2011), 63–74.
    • (2011) Motivation and Emotion , vol.35 , Issue.1 , pp. 63-74
    • Reeve, J.1    Tseng, C.-M.2
  • 92
    • 84971198536 scopus 로고    scopus 로고
    • Gamification and motivation
    • S.P. Walz S. Deterding MIT Press Cambridge, MA
    • Rigby, C.S., Gamification and motivation. Walz, S.P., Deterding, S., (eds.) The gameful world: Approaches, issues, applications, 2014, MIT Press, Cambridge, MA, 113–138.
    • (2014) The gameful world: Approaches, issues, applications , pp. 113-138
    • Rigby, C.S.1
  • 93
    • 85015855974 scopus 로고    scopus 로고
    • Glued to Games: The attractions, promise and perils of video games and virtual worlds
    • Praeger New York, NY
    • Rigby, C.S., Ryan, R.M., Glued to Games: The attractions, promise and perils of video games and virtual worlds. 2011, Praeger, New York, NY.
    • (2011)
    • Rigby, C.S.1    Ryan, R.M.2
  • 94
    • 84903649994 scopus 로고    scopus 로고
    • Teachers’ autonomy relevant practices within an inquiry-based science curricular context: Extending the range of academically significant autonomy supportive practices
    • Rogat, T.K., Witham, S.A., Chinn, C.A., Teachers’ autonomy relevant practices within an inquiry-based science curricular context: Extending the range of academically significant autonomy supportive practices. Teachers College Record 116:7 (2014), 1–46.
    • (2014) Teachers College Record , vol.116 , Issue.7 , pp. 1-46
    • Rogat, T.K.1    Witham, S.A.2    Chinn, C.A.3
  • 95
    • 38049016872 scopus 로고    scopus 로고
    • Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning
    • Roth, G., Assor, A., Kanat-Maymon, Y., Kaplan, H., Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology 99 (2007), 761–774.
    • (2007) Journal of Educational Psychology , vol.99 , pp. 761-774
    • Roth, G.1    Assor, A.2    Kanat-Maymon, Y.3    Kaplan, H.4
  • 96
    • 34248041602 scopus 로고
    • Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory
    • Ryan, R.M., Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology 43 (1982), 450–461.
    • (1982) Journal of Personality and Social Psychology , vol.43 , pp. 450-461
    • Ryan, R.M.1
  • 97
    • 33749624040 scopus 로고    scopus 로고
    • Legislating competence: The motivational impact of high stakes testing as an educational reform
    • A.J. Elliot C.S. Dweck Guilford Press New York
    • Ryan, R.M., Brown, K.W., Legislating competence: The motivational impact of high stakes testing as an educational reform. Elliot, A.J., Dweck, C.S., (eds.) Handbook of competence, 2005, Guilford Press, New York, 354–374.
    • (2005) Handbook of competence , pp. 354-374
    • Ryan, R.M.1    Brown, K.W.2
  • 98
    • 0002209063 scopus 로고    scopus 로고
    • Intrinsic and extrinsic motivations: Classic definitions and new directions
    • Ryan, R.M., Deci, E.L., Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology 25 (2000), 54–67.
    • (2000) Contemporary Educational Psychology , vol.25 , pp. 54-67
    • Ryan, R.M.1    Deci, E.L.2
  • 99
    • 85015196734 scopus 로고    scopus 로고
    • Self-determination theory: Basic psychological needs in motivation, development, and wellness
    • Guilford Publishing New York, NY
    • Ryan, R.M., Deci, E.L., Self-determination theory: Basic psychological needs in motivation, development, and wellness. 2017, Guilford Publishing, New York, NY.
    • (2017)
    • Ryan, R.M.1    Deci, E.L.2
  • 100
    • 85065552687 scopus 로고    scopus 로고
    • Brick by brick: The origins, development, and future of self- determination theory
    • A.J. Elliot Elsevier Inc. Cambridge, MA
    • Ryan, R.M., Deci, E.L., Brick by brick: The origins, development, and future of self- determination theory. Elliot, A.J., (eds.) Advances in motivation science, 6, 2019, Elsevier Inc., Cambridge, MA, 111–156, 10.1016/bs.adms.2019.01.001.
    • (2019) Advances in motivation science , vol.6 , pp. 111-156
    • Ryan, R.M.1    Deci, E.L.2
  • 101
    • 0000975430 scopus 로고
    • Origins and pawns in the classroom: Self-report and projective assessments of children's perceptions
    • Ryan, R.M., Grolnick, W.S., Origins and pawns in the classroom: Self-report and projective assessments of children's perceptions. Journal of Personality and Social Psychology 50:3 (1986), 550–558.
    • (1986) Journal of Personality and Social Psychology , vol.50 , Issue.3 , pp. 550-558
    • Ryan, R.M.1    Grolnick, W.S.2
  • 102
    • 0005557335 scopus 로고    scopus 로고
    • Achievement motivation within a pressured society: Intrinsic and extrinsic motivations to learn and the politics of school reform
    • T. Urdan JAI Greenwich, CT
    • Ryan, R.M., La Guardia, J.G., Achievement motivation within a pressured society: Intrinsic and extrinsic motivations to learn and the politics of school reform. Urdan, T., (eds.) Advances in motivation and achievement, Vol. 11, 1999, JAI, Greenwich, CT, 45–85.
    • (1999) Advances in motivation and achievement , vol.11 , pp. 45-85
    • Ryan, R.M.1    La Guardia, J.G.2
  • 103
    • 70149118041 scopus 로고    scopus 로고
    • Self-determination theory in schools of education: Can an empirically supported framework also be critical and liberating?
    • Ryan, R.M., Niemiec, C.P., Self-determination theory in schools of education: Can an empirically supported framework also be critical and liberating?. Theory and Research in Education 7:2 (2009), 263–272.
    • (2009) Theory and Research in Education , vol.7 , Issue.2 , pp. 263-272
    • Ryan, R.M.1    Niemiec, C.P.2
  • 104
    • 85061719015 scopus 로고    scopus 로고
    • Motivational foundations of game-based learning
    • J.L. Plass R.E. Mayer B.D. Homer The MIT Press Cambridge, MA
    • Ryan, R.M., Rigby, C.S., Motivational foundations of game-based learning. Plass, J.L., Mayer, R.E., Homer, B.D., (eds.) Handbook of game-based learning, 2019, The MIT Press, Cambridge, MA, 153–176.
    • (2019) Handbook of game-based learning , pp. 153-176
    • Ryan, R.M.1    Rigby, C.S.2
  • 105
    • 85083007603 scopus 로고    scopus 로고
    • The nature and the conditions of human autonomy and flourishing: Self-determination theory and basic psychological needs
    • R.M. Ryan 2nd ed. Oxford University Press New York, NY
    • Ryan, R.M., Ryan, W.S., Di Domenico, S.I., Deci, E.L., The nature and the conditions of human autonomy and flourishing: Self-determination theory and basic psychological needs. Ryan, R.M., (eds.) The Oxford handbook of human motivation, 2nd ed., 2019, Oxford University Press, New York, NY, 89–110.
    • (2019) The Oxford handbook of human motivation , pp. 89-110
    • Ryan, R.M.1    Ryan, W.S.2    Di Domenico, S.I.3    Deci, E.L.4
  • 106
    • 85058039205 scopus 로고    scopus 로고
    • Reflections on self-determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business
    • Ryan, R.M., Vansteenkiste, M., Soenens, B., Reflections on self-determination theory as an organizing framework for personality psychology: Interfaces, integrations, issues, and unfinished business. Journal of Personality 87:1 (2019), 115–145.
    • (2019) Journal of Personality , vol.87 , Issue.1 , pp. 115-145
    • Ryan, R.M.1    Vansteenkiste, M.2    Soenens, B.3
  • 107
    • 85059508275 scopus 로고    scopus 로고
    • Development of motivational variables and self-esteem during the school career: A meta-analysis of longitudinal studies
    • Scherrer, V., Preckel, F., Development of motivational variables and self-esteem during the school career: A meta-analysis of longitudinal studies. Review of Educational Research 89:2 (2019), 211–258.
    • (2019) Review of Educational Research , vol.89 , Issue.2 , pp. 211-258
    • Scherrer, V.1    Preckel, F.2
  • 108
    • 85068029388 scopus 로고    scopus 로고
    • Increasing curiosity through autonomy of choice
    • Schutte, N.S., Malouff, J.M., Increasing curiosity through autonomy of choice. Motivation and Emotion 43:3 (2019), 563–570.
    • (2019) Motivation and Emotion , vol.43 , Issue.3 , pp. 563-570
    • Schutte, N.S.1    Malouff, J.M.2
  • 110
    • 34249707924 scopus 로고    scopus 로고
    • Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory
    • Sheldon, K.M., Krieger, L.S., Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin 33:6 (2007), 883–897.
    • (2007) Personality and Social Psychology Bulletin , vol.33 , Issue.6 , pp. 883-897
    • Sheldon, K.M.1    Krieger, L.S.2
  • 111
    • 85060479377 scopus 로고    scopus 로고
    • Self-determination theory as a foundation for personality researchers
    • Sheldon, K.M., Prentice, M., Self-determination theory as a foundation for personality researchers. Journal of Personality 87:1 (2019), 5–14.
    • (2019) Journal of Personality , vol.87 , Issue.1 , pp. 5-14
    • Sheldon, K.M.1    Prentice, M.2
  • 112
    • 85031728044 scopus 로고    scopus 로고
    • A motivational account of the undergraduate experience in science: Brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist
    • Skinner, E., Saxton, E., Currie, C., Shusterman, G., A motivational account of the undergraduate experience in science: Brief measures of students’ self-system appraisals, engagement in coursework, and identity as a scientist. International Journal of Science Education 39:17 (2017), 2433–2459.
    • (2017) International Journal of Science Education , vol.39 , Issue.17 , pp. 2433-2459
    • Skinner, E.1    Saxton, E.2    Currie, C.3    Shusterman, G.4
  • 113
    • 77649184034 scopus 로고    scopus 로고
    • A theoretical upgrade of the concept of parental psychological control: Proposing new insights on the basis of self-determination theory
    • Soenens, B., Vansteenkiste, M., A theoretical upgrade of the concept of parental psychological control: Proposing new insights on the basis of self-determination theory. Developmental Review 30:1 (2010), 74–99.
    • (2010) Developmental Review , vol.30 , Issue.1 , pp. 74-99
    • Soenens, B.1    Vansteenkiste, M.2
  • 114
    • 84923081846 scopus 로고    scopus 로고
    • Let us not throw out the baby with the bathwater: Applying the principle of universalism without uniformity to autonomy-supportive and controlling parenting
    • Soenens, B., Vansteenkiste, M., Van Petegem, S., Let us not throw out the baby with the bathwater: Applying the principle of universalism without uniformity to autonomy-supportive and controlling parenting. Child Development Perspectives 9:1 (2015), 44–49.
    • (2015) Child Development Perspectives , vol.9 , Issue.1 , pp. 44-49
    • Soenens, B.1    Vansteenkiste, M.2    Van Petegem, S.3
  • 115
    • 69949094242 scopus 로고    scopus 로고
    • The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology
    • Sørebø, Ø., Halvari, H., Gulli, V.F., Kristiansen, R., The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education 53 (2009), 1177–1187.
    • (2009) Computers & Education , vol.53 , pp. 1177-1187
    • Sørebø, Ø.1    Halvari, H.2    Gulli, V.F.3    Kristiansen, R.4
  • 116
    • 84952989872 scopus 로고    scopus 로고
    • Emotional engagement in kindergarten and school children: A self- determination theory perspective
    • Streb, J., Keis, O., Lau, K., Hille, L., Spitzer, M., Sosic-Vasic, Z., Emotional engagement in kindergarten and school children: A self- determination theory perspective. Trends in Neuroscience and Education 4:4 (2015), 102–107.
    • (2015) Trends in Neuroscience and Education , vol.4 , Issue.4 , pp. 102-107
    • Streb, J.1    Keis, O.2    Lau, K.3    Hille, L.4    Spitzer, M.5    Sosic-Vasic, Z.6
  • 117
    • 79952183870 scopus 로고    scopus 로고
    • A meta-analysis of the effectiveness of intervention programs designed to support autonomy
    • Su, Y.-L., Reeve, J., A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review 23:1 (2011), 159–188.
    • (2011) Educational Psychology Review , vol.23 , Issue.1 , pp. 159-188
    • Su, Y.-L.1    Reeve, J.2
  • 118
    • 84879978066 scopus 로고    scopus 로고
    • Educational stress among Chinese adolescents: Individual, family, school and peer influences
    • Sun, J., Dunne, M.P., Hou, X.-Y., Xu, A.-Q., Educational stress among Chinese adolescents: Individual, family, school and peer influences. Educational Review 65:3 (2013), 284–302.
    • (2013) Educational Review , vol.65 , Issue.3 , pp. 284-302
    • Sun, J.1    Dunne, M.P.2    Hou, X.-Y.3    Xu, A.-Q.4
  • 120
    • 84886864147 scopus 로고    scopus 로고
    • The longitudinal relationships between basic psychological needs satisfaction at school and school-related subjective well-being in adolescents
    • Tian, L., Chen, H., Huebner, E.S., The longitudinal relationships between basic psychological needs satisfaction at school and school-related subjective well-being in adolescents. Social Indicators Research 119:1 (2014), 353–372.
    • (2014) Social Indicators Research , vol.119 , Issue.1 , pp. 353-372
    • Tian, L.1    Chen, H.2    Huebner, E.S.3
  • 121
    • 44449093688 scopus 로고    scopus 로고
    • What makes lessons interesting?: The role of situational and individual factors in three school subjects
    • Tsai, Y.-M., Kunter, M., Lüdtke, O., Trautwein, U., Ryan, R.M., What makes lessons interesting?: The role of situational and individual factors in three school subjects. Journal of Educational Psychology 100:2 (2008), 460–472.
    • (2008) Journal of Educational Psychology , vol.100 , Issue.2 , pp. 460-472
    • Tsai, Y.-M.1    Kunter, M.2    Lüdtke, O.3    Trautwein, U.4    Ryan, R.M.5
  • 122
    • 85083006185 scopus 로고    scopus 로고
    • The origins, evolution and future directions of achievement goal theory
    • Urdan, T., Kaplan, A., The origins, evolution and future directions of achievement goal theory. Contemporary Educational Psychology, 61, 2020, 101862, 10.1016/j.cedpsych.2020.101862.
    • (2020) Contemporary Educational Psychology , vol.61
    • Urdan, T.1    Kaplan, A.2
  • 123
    • 0031136130 scopus 로고    scopus 로고
    • Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout
    • Vallerand, R.J., Fortier, M.S., Guay, F., Self-determination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology 72:5 (1997), 1161–1176.
    • (1997) Journal of Personality and Social Psychology , vol.72 , Issue.5 , pp. 1161-1176
    • Vallerand, R.J.1    Fortier, M.S.2    Guay, F.3
  • 124
    • 84904364256 scopus 로고    scopus 로고
    • Moving the achievement goal approach one step forward: Toward a systematic examination of the autonomous and controlled reasons underlying achievement goals
    • Vansteenkiste, M., Lens, W., Elliot, A.J., Soenens, B., Mouratidis, A., Moving the achievement goal approach one step forward: Toward a systematic examination of the autonomous and controlled reasons underlying achievement goals. Educational Psychologist 49:3 (2014), 153–174.
    • (2014) Educational Psychologist , vol.49 , Issue.3 , pp. 153-174
    • Vansteenkiste, M.1    Lens, W.2    Elliot, A.J.3    Soenens, B.4    Mouratidis, A.5
  • 125
    • 84865608186 scopus 로고    scopus 로고
    • Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior
    • Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Beyers, W., Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction 22:6 (2012), 431–439.
    • (2012) Learning and Instruction , vol.22 , Issue.6 , pp. 431-439
    • Vansteenkiste, M.1    Sierens, E.2    Goossens, L.3    Soenens, B.4    Dochy, F.5    Mouratidis, A.6    Beyers, W.7
  • 126
    • 78649668035 scopus 로고    scopus 로고
    • Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes
    • Vansteenkiste, M., Smeets, S., Soenens, B., Lens, W., Matos, L., Deci, E.L., Autonomous and controlled regulation of performance-approach goals: Their relations to perfectionism and educational outcomes. Motivation and Emotion 34:4 (2010), 333–353.
    • (2010) Motivation and Emotion , vol.34 , Issue.4 , pp. 333-353
    • Vansteenkiste, M.1    Smeets, S.2    Soenens, B.3    Lens, W.4    Matos, L.5    Deci, E.L.6
  • 127
    • 26444515003 scopus 로고    scopus 로고
    • Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?
    • Vansteenkiste, M., Zhou, M., Lens, W., Soenens, B., Experiences of autonomy and control among Chinese learners: Vitalizing or immobilizing?. Journal of Educational Psychology 97 (2005), 468–483.
    • (2005) Journal of Educational Psychology , vol.97 , pp. 468-483
    • Vansteenkiste, M.1    Zhou, M.2    Lens, W.3    Soenens, B.4
  • 128
    • 84899935577 scopus 로고    scopus 로고
    • The defining features of teacher talk within autonomy-supportive classroom management
    • Wallace, T.L.B., Sung, H.C., Williams, J.D., The defining features of teacher talk within autonomy-supportive classroom management. Teaching and Teacher Education 42 (2014), 34–46.
    • (2014) Teaching and Teacher Education , vol.42 , pp. 34-46
    • Wallace, T.L.B.1    Sung, H.C.2    Williams, J.D.3
  • 129
    • 85019657854 scopus 로고    scopus 로고
    • Latent profile analysis of students’ motivation and outcomes in mathematics: An organismic integration theory perspective
    • Wang, C.K.J., Liu, W.C., Nie, Y., Chye, Y.L.S., Lim, B.S.C., Liem, G.A., Chiu, C.Y., Latent profile analysis of students’ motivation and outcomes in mathematics: An organismic integration theory perspective. Heliyon, 3(5), 2017, e00308.
    • (2017) Heliyon , vol.3 , Issue.5
    • Wang, C.K.J.1    Liu, W.C.2    Nie, Y.3    Chye, Y.L.S.4    Lim, B.S.C.5    Liem, G.A.6    Chiu, C.Y.7
  • 130
    • 0030806668 scopus 로고    scopus 로고
    • Motivation underlying career choice for internal medicine and surgery
    • Williams, G.C., Saizow, R., Ross, L., Deci, E.L., Motivation underlying career choice for internal medicine and surgery. Social Science and Medicine 45:11 (1997), 1705–1713.
    • (1997) Social Science and Medicine , vol.45 , Issue.11 , pp. 1705-1713
    • Williams, G.C.1    Saizow, R.2    Ross, L.3    Deci, E.L.4
  • 131
    • 0009837255 scopus 로고    scopus 로고
    • Relations of autonomy, self-referenced beliefs, and self- regulated learning among Japanese children
    • Yamauchi, H., Tanaka, K., Relations of autonomy, self-referenced beliefs, and self- regulated learning among Japanese children. Psychological Reports 82:3 (1998), 803–816.
    • (1998) Psychological Reports , vol.82 , Issue.3 , pp. 803-816
    • Yamauchi, H.1    Tanaka, K.2
  • 133
    • 85020729156 scopus 로고    scopus 로고
    • General need for autonomy and subjective well-being: A meta-analysis of studies in the US and East Asia
    • Yu, S., Levesque-Bristol, C., Maeda, Y., General need for autonomy and subjective well-being: A meta-analysis of studies in the US and East Asia. Journal of Happiness Studies 19:6 (2018), 1863–1882.
    • (2018) Journal of Happiness Studies , vol.19 , Issue.6 , pp. 1863-1882
    • Yu, S.1    Levesque-Bristol, C.2    Maeda, Y.3
  • 134
    • 84961918902 scopus 로고    scopus 로고
    • Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study
    • Yu, C., Li, X., Wang, S., Zhang, W., Teacher autonomy support reduces adolescent anxiety and depression: An 18-month longitudinal study. Journal of Adolescence 49 (2016), 115–123.
    • (2016) Journal of Adolescence , vol.49 , pp. 115-123
    • Yu, C.1    Li, X.2    Wang, S.3    Zhang, W.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.