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Articles from 2013 to Present
2022
Cheon, S. H., Reeve, J., Marsh, H. W., & Jang, H.-R. (2022). A classroom climate intervention to reduce bullying:
Autonomy-supportive teaching reduces the bystander-bully-reinforcement effect.
Manuscript submitted for publication. This is a preprint.
2021
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve
educational practice. Educational Psychologist, 56(1), 54-77.
Jang, H.-R., & Reeve, J. (2021). Intrinsic instructional goal adoption increases autonomy-supportive teaching:
A randomized control trial and intervention. Learning and Instruction, 73, June 2021. Article 101415.
Michou, A., Altan, S., Mouratidis, A., Reeve, J., & Malmberg, L. E. (2021). Week-to-week interplay between teachers’
motivating style and students’ engagement. The Journal of Experimental Education, 89(1), 1-20.
Ahn, J. S., & Reeve, J. (2021). Developmental pathways of pre-adolescents’ intrinsic and extrinsic values:
The role of need satisfaction. European Journal of Personality, 35(2), 151-167.
Reeve, J., Cheon, S. H., & Jang, H. (2020). How and why students make academic progress:
Reconceptualizing the student engagement construct to increase its explanatory power.
Contemporary Educational Psychology, 62, Article 101899.
2020
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020, in press). When teachers learn how to provide classroom structure in an
autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education.
Article 103004.
Lee, W., & Reeve, J. (2020). Brain gray matter correlates of general psychological need satisfaction:
A voxel-based morphometry study. Motivation and Emotion, 44(1), 151-158.
Lee, W., & Reeve, J. (2020). Remembering pleasure and personal meaning from episodes of intrinsic motivation:
an fMRI study. Motivation and Emotion, 44(6), 810-818.
Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement.
Theory into Practice, 59(2), 150-161.
Reeve, J., Cheon, S. H., & Yu, T. H. (2020, in press). An autonomy-supportive intervention to develop students’ resilience
by boosting agentic engagement. International Journal of Behavioral Development.
Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J., Haerens, L., La Guardia, J., Lindwall, M., Londsdale, C.,
Markland, D., Michie, S., Moller, A. C., Ntoumanis, N., Patrick, H., Reeve, J., Ryan, R. M., Sebire, S., Standage, M.,
Vansteenkinste, M., Weinstein, N., Weman-Josefsson, K., Williams, G. C., & Hagger, M. S. (2020).
Classification of techniques used in self-determination theory-based interventions in health contexts:
An expert consensus study. Motivation Science. https://doi.org/10.1037/mot0000172
Bhavsar, N., Bartholomew, K.J., Quested, E., Gucciardi, D.F., Thøgersen-Ntoumani, C., Reeve, J., Sarrazin, P., Ntoumanis, N.
(2020, in press). Measuring psychological need states in sport: Theoretical considerations and a new measure.
Psychology of Sport & Exercise, Article 101617.
Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2020). What determines teachers' use of motivational
strategies in the classroom? A self-determination theory perspective. Journal of Education, 200(3), 185-195.
2019
Cheon, S. H., Reeve, J., & Song, Y.G. (2019). Recommending goals and supporting needs: An intervention to help
physical education teachers communicate their expectations while supporting students’ psychological needs.
Psychology of Sport and Exercise, 41, 107-118.
Reeve, J., & Lee, W. (2019). A neuroscience perspective on basic psychological needs.
Journal of Personality, 87(1), 102-114.
Cheon, S. H., Reeve, J., Lee, Y., Ntoumanis, N., Gillet, N., Kim, B. R., & Song, Y.-G. (2019). Expanding autonomy
psychological need states from two (satisfaction, frustration) to three (dissatisfaction):
A classroom-based intervention study. Journal of Educational Psychology, 111, 685-702.
Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J., & Reeve, J. (2019). Toward an integrative and
fine-grained insight into motivating and demotivating teaching styles: The merits of a circumplex approach.
Journal of Educational Psychology, 111, 497-521.
Cheon, S. H., Reeve, J., & Ntoumanis, N. (2019). An intervention to help teachers establish a prosocial peer climate in
physical education. Learning and Instruction. doi:10.1016/j.learninstruc.2019.101223.
Jang, H.-R., Reeve, J., & Cheon, S. H. (2019). Dual processes to explain longitudinal gains in PE students' prosocial and
antisocial behavior: Need satisfaction from autonomy support and need frustration from interpersonal control.
Sport, Exercise, and Performance Psychology.
Bhavsar, N., Ntoumanis, N., Quested, E., Gucciardi, D., Thogersen-Ntoumani, C., Ryan, R. M., Reeve, J., Sarrazin, P., &
Bartholomew, K. (2019). Conceptualizing and testing a new tripartite measure of coach interpersonal behaviors.
Psychology of Sport and Exercise, 44, 107-120.
Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2019). What determines teachers’ use of motivational strategies
in the classroom? A self-determination theory perspective. Journal of Education.
2018
Cheon, S. H., Reeve, J., Lee, Y., & Lee, J.-W. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating styles. Teaching and Teacher Education, 69, 43-51.
Cheon, S. H., Reeve, J., & Ntoumanis, N. (2018). A needs-based intervention to help PE teachers enhance students’ prosocial behavior and diminish antisocial behavior. Psychology of Sport and Exercise, 35, 74-88.
Matos, L., Reeve, J., Herrera, D., & Claux, M. (2018). Students’ agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. Journal of Experimental Education, 86 (4), 592-609.
Reeve, J., Jang, H.-R., & Jang, H. (2018). Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles. Learning and Individual Differences, 62, 12-22.
Vansteenkiste, M., Aelterman, N., De Muynck, G.-J., Haerens, L., Patall, E., & Reeve, J. (2018). Fostering personal meaning and self-relevance: A self-determination theory perspective on internalization. Journal of Experimental Education, 86, 30-49.
2017
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2017). An intervention to enhance both autonomy support and structure in physical education teachers’ classroom motivating style. Journal of Teaching in Physical Education.
Gillet, N., Morin, A. J. S., & Reeve, J. (2017). Stability, change, and implications of students’ motivation profiles: A latent transition analysis. Contemporary Educational Psychology, 51, 222-239.
Lee, W., & Reeve, J. (2017). Identifying the neural substrates of intrinsic motivation during task performance. Cognitive, Affective, and Behavioral Neuroscience, 17, 939-953.
2016
Reeve, J. (2016). A grand theory of motivation: Why not? Motivation and Emotion, 40, 31-35.
Jang, H., Kim, E.-J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27-38.
Cheon, S. H., Reeve, J., & Song, Y.-G. (2016). A teacher-focused intervention to decrease PE students' amotivation by increasing need satisfaction and decreasing need frustration. Journal of Sport and Exercise Psychology.
Reeve, J., & Cheon, S. H. (2016). Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178-189.
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive instructional strategy to increase conceptual learning: Teaching in students' preferred ways. Journal of Experimental Education.
Hagger, M. S., Sultan, S., Hardcastle, S. J., Reeve, J., Patall, E. A., Fraser, B., Hamilton, K., & Chatzisarantis, N. L. D. Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment. Learning and Individual Differences, 45, 166-175.
2015
Reeve, J. (2015). Giving and summoning autonomy support in hierarchical relationships. Social and Personality Psychology Compass, 9(8), 406-418..
Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students' amotivation. Contemporary Educational Psychology, 40, 99-111.
Cheon, S. H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games. Psychology of Sport and Exercise, 19, 1-11.
Veiga, F. H., Garcia, F., Reeve, J., Wentzel, K., & Garcia, O. (2015). When adolescents with high self-concept lose their engagement in school [Cuando se pierde la motivación escolar de los adolescents con mejor autoconcepto]. Revista de Psicondidactica, 20(2), 305-320.
2014
Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H. R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology, 36, 331-346.
Reeve, J., & Lee, W. (2014). Students' classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106, 527-540.
Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S., & Wang, C. K., J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38, 93-110.
2013
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579-595.
Lee, W., & Reeve, J. (2013). Self-determined, but not non-self-determined, motivaiton predicts activations in the anterior insular cortex: an fMRI study of personal agency. Social, Cognitive, and Affective Neuroscience, 8, 538-545.
Cheon, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher-training programs endure? A one-year follow-up investigation. Psychology of Sport and Exercise, 14, 508-518.
Weber-Gasparoni, K., Reeve, J., Ghosheh, N., Warren, J. J., Drake, D. R., Kramer, K. W. O., & Dawson, D. V. (2013). An effective psychoeducational intervention for ECC prevention—Part 1. Pediatric Dentistry, 35, 241-246.
Weber-Gasparoni, K., Warren, J. J., Reeve, J., Drake, D. R., Kramer, K. W. O., & Dawson, D. V. (2013). An effective psychoeducational intervention for ECC prevention—Part 2. Pediatric Dentistry, 35, 247-251.
Cheon, S. H., Reeve, J., Marsh, H. W., & Jang, H.-R. (2022). A classroom climate intervention to reduce bullying:
Autonomy-supportive teaching reduces the bystander-bully-reinforcement effect.
Manuscript submitted for publication. This is a preprint.
2021
Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve
educational practice. Educational Psychologist, 56(1), 54-77.
Jang, H.-R., & Reeve, J. (2021). Intrinsic instructional goal adoption increases autonomy-supportive teaching:
A randomized control trial and intervention. Learning and Instruction, 73, June 2021. Article 101415.
Michou, A., Altan, S., Mouratidis, A., Reeve, J., & Malmberg, L. E. (2021). Week-to-week interplay between teachers’
motivating style and students’ engagement. The Journal of Experimental Education, 89(1), 1-20.
Ahn, J. S., & Reeve, J. (2021). Developmental pathways of pre-adolescents’ intrinsic and extrinsic values:
The role of need satisfaction. European Journal of Personality, 35(2), 151-167.
Reeve, J., Cheon, S. H., & Jang, H. (2020). How and why students make academic progress:
Reconceptualizing the student engagement construct to increase its explanatory power.
Contemporary Educational Psychology, 62, Article 101899.
2020
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020, in press). When teachers learn how to provide classroom structure in an
autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education.
Article 103004.
Lee, W., & Reeve, J. (2020). Brain gray matter correlates of general psychological need satisfaction:
A voxel-based morphometry study. Motivation and Emotion, 44(1), 151-158.
Lee, W., & Reeve, J. (2020). Remembering pleasure and personal meaning from episodes of intrinsic motivation:
an fMRI study. Motivation and Emotion, 44(6), 810-818.
Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement.
Theory into Practice, 59(2), 150-161.
Reeve, J., Cheon, S. H., & Yu, T. H. (2020, in press). An autonomy-supportive intervention to develop students’ resilience
by boosting agentic engagement. International Journal of Behavioral Development.
Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J., Haerens, L., La Guardia, J., Lindwall, M., Londsdale, C.,
Markland, D., Michie, S., Moller, A. C., Ntoumanis, N., Patrick, H., Reeve, J., Ryan, R. M., Sebire, S., Standage, M.,
Vansteenkinste, M., Weinstein, N., Weman-Josefsson, K., Williams, G. C., & Hagger, M. S. (2020).
Classification of techniques used in self-determination theory-based interventions in health contexts:
An expert consensus study. Motivation Science. https://doi.org/10.1037/mot0000172
Bhavsar, N., Bartholomew, K.J., Quested, E., Gucciardi, D.F., Thøgersen-Ntoumani, C., Reeve, J., Sarrazin, P., Ntoumanis, N.
(2020, in press). Measuring psychological need states in sport: Theoretical considerations and a new measure.
Psychology of Sport & Exercise, Article 101617.
Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2020). What determines teachers' use of motivational
strategies in the classroom? A self-determination theory perspective. Journal of Education, 200(3), 185-195.
2019
Cheon, S. H., Reeve, J., & Song, Y.G. (2019). Recommending goals and supporting needs: An intervention to help
physical education teachers communicate their expectations while supporting students’ psychological needs.
Psychology of Sport and Exercise, 41, 107-118.
Reeve, J., & Lee, W. (2019). A neuroscience perspective on basic psychological needs.
Journal of Personality, 87(1), 102-114.
Cheon, S. H., Reeve, J., Lee, Y., Ntoumanis, N., Gillet, N., Kim, B. R., & Song, Y.-G. (2019). Expanding autonomy
psychological need states from two (satisfaction, frustration) to three (dissatisfaction):
A classroom-based intervention study. Journal of Educational Psychology, 111, 685-702.
Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J., & Reeve, J. (2019). Toward an integrative and
fine-grained insight into motivating and demotivating teaching styles: The merits of a circumplex approach.
Journal of Educational Psychology, 111, 497-521.
Cheon, S. H., Reeve, J., & Ntoumanis, N. (2019). An intervention to help teachers establish a prosocial peer climate in
physical education. Learning and Instruction. doi:10.1016/j.learninstruc.2019.101223.
Jang, H.-R., Reeve, J., & Cheon, S. H. (2019). Dual processes to explain longitudinal gains in PE students' prosocial and
antisocial behavior: Need satisfaction from autonomy support and need frustration from interpersonal control.
Sport, Exercise, and Performance Psychology.
Bhavsar, N., Ntoumanis, N., Quested, E., Gucciardi, D., Thogersen-Ntoumani, C., Ryan, R. M., Reeve, J., Sarrazin, P., &
Bartholomew, K. (2019). Conceptualizing and testing a new tripartite measure of coach interpersonal behaviors.
Psychology of Sport and Exercise, 44, 107-120.
Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2019). What determines teachers’ use of motivational strategies
in the classroom? A self-determination theory perspective. Journal of Education.
2018
Cheon, S. H., Reeve, J., Lee, Y., & Lee, J.-W. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating styles. Teaching and Teacher Education, 69, 43-51.
Cheon, S. H., Reeve, J., & Ntoumanis, N. (2018). A needs-based intervention to help PE teachers enhance students’ prosocial behavior and diminish antisocial behavior. Psychology of Sport and Exercise, 35, 74-88.
Matos, L., Reeve, J., Herrera, D., & Claux, M. (2018). Students’ agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. Journal of Experimental Education, 86 (4), 592-609.
Reeve, J., Jang, H.-R., & Jang, H. (2018). Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles. Learning and Individual Differences, 62, 12-22.
Vansteenkiste, M., Aelterman, N., De Muynck, G.-J., Haerens, L., Patall, E., & Reeve, J. (2018). Fostering personal meaning and self-relevance: A self-determination theory perspective on internalization. Journal of Experimental Education, 86, 30-49.
2017
Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2017). An intervention to enhance both autonomy support and structure in physical education teachers’ classroom motivating style. Journal of Teaching in Physical Education.
Gillet, N., Morin, A. J. S., & Reeve, J. (2017). Stability, change, and implications of students’ motivation profiles: A latent transition analysis. Contemporary Educational Psychology, 51, 222-239.
Lee, W., & Reeve, J. (2017). Identifying the neural substrates of intrinsic motivation during task performance. Cognitive, Affective, and Behavioral Neuroscience, 17, 939-953.
2016
Reeve, J. (2016). A grand theory of motivation: Why not? Motivation and Emotion, 40, 31-35.
Jang, H., Kim, E.-J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27-38.
Cheon, S. H., Reeve, J., & Song, Y.-G. (2016). A teacher-focused intervention to decrease PE students' amotivation by increasing need satisfaction and decreasing need frustration. Journal of Sport and Exercise Psychology.
Reeve, J., & Cheon, S. H. (2016). Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178-189.
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive instructional strategy to increase conceptual learning: Teaching in students' preferred ways. Journal of Experimental Education.
Hagger, M. S., Sultan, S., Hardcastle, S. J., Reeve, J., Patall, E. A., Fraser, B., Hamilton, K., & Chatzisarantis, N. L. D. Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment. Learning and Individual Differences, 45, 166-175.
2015
Reeve, J. (2015). Giving and summoning autonomy support in hierarchical relationships. Social and Personality Psychology Compass, 9(8), 406-418..
Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students' amotivation. Contemporary Educational Psychology, 40, 99-111.
Cheon, S. H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games. Psychology of Sport and Exercise, 19, 1-11.
Veiga, F. H., Garcia, F., Reeve, J., Wentzel, K., & Garcia, O. (2015). When adolescents with high self-concept lose their engagement in school [Cuando se pierde la motivación escolar de los adolescents con mejor autoconcepto]. Revista de Psicondidactica, 20(2), 305-320.
2014
Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H. R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology, 36, 331-346.
Reeve, J., & Lee, W. (2014). Students' classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106, 527-540.
Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S., & Wang, C. K., J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38, 93-110.
2013
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579-595.
Lee, W., & Reeve, J. (2013). Self-determined, but not non-self-determined, motivaiton predicts activations in the anterior insular cortex: an fMRI study of personal agency. Social, Cognitive, and Affective Neuroscience, 8, 538-545.
Cheon, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher-training programs endure? A one-year follow-up investigation. Psychology of Sport and Exercise, 14, 508-518.
Weber-Gasparoni, K., Reeve, J., Ghosheh, N., Warren, J. J., Drake, D. R., Kramer, K. W. O., & Dawson, D. V. (2013). An effective psychoeducational intervention for ECC prevention—Part 1. Pediatric Dentistry, 35, 241-246.
Weber-Gasparoni, K., Warren, J. J., Reeve, J., Drake, D. R., Kramer, K. W. O., & Dawson, D. V. (2013). An effective psychoeducational intervention for ECC prevention—Part 2. Pediatric Dentistry, 35, 247-251.
Articles from 2002 to 2012
2012
Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally-occurring classroom context. Journal of Educational Psychology, 104, 1175-1188.
Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally-based, longitudinally-designed, teacher-designed, teacher-focused intervention to help physical education teachers be more autonomy supportive. Journal of Sport and Exercise Psychology, 34, 365-396.
Lee, W., & Reeve, J. (2012). Teachers' estimates of their students' motivation and engagement: Being in synch with students. Educational Psychology, 32, 727-747.
Lee, W., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: an fMRI study. Neuroscience Research, 73, 68-72. doi: 10.1016/j.neures.2012.01.010.
Weber-Gasparoni, K., Goebel, B. M., Warren, J. J., Drake, D. R., Reeve, J., Kramer, K. W. O., & Dawson, D. V. (2012). Factors associated with Streptococcus mutans among young WIC-enrolled children. Journal of Public Health Denistry, 72, 269-278.
Reeve, J. (2012). Editorial. Motivation and Emotion, 36, 101-102.
2011
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267.
Reeve, J., & Tseng, C.-M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35, 63-74.
Su, Y., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23, 159-188.
2010
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure, but autonomy support and structure. Journal of Educational Psychology, 102, 588-600.
2009
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159-178.
Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7, 145-154.
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive,satisfying learning experiences of collectivistically-oriented South Korean adolescents? Journal of Educational Psychology, 101, 644-661.
Hardre, P. L., & Reeve, J. (2009). Training corporate managers to adopt a more autonomy-supportive motivating style toward employees: An intervention study. International Journal of Training Development, 13, 165-184.
2006
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during learning activities. Journal of Educational Psychology, 98, 209-218.
Reeve, J. (2006). Autonomy, volitional motivation, and wellness. Motivation and Emotion, 30, 257-258.
2005
Isen, A. M., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29, 295-323.
2004
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing high school students’ engagement by increasing their teachers’ autonomy support. Motivation and Emotion, 28, 147-169.
2003
Reeve, J., Nix, G., & Hamm, D. (2003). The experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392.
Hardre, P., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in versus drop out of high school. Journal of Educational Psychology, 95, 347-356.
2002
Cai, Y., Reeve, J., & Robinson, D. T. (2002). Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Journal of Educational Psychology, 94, 372-380.
Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a motivational strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, 183-207.
Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally-occurring classroom context. Journal of Educational Psychology, 104, 1175-1188.
Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally-based, longitudinally-designed, teacher-designed, teacher-focused intervention to help physical education teachers be more autonomy supportive. Journal of Sport and Exercise Psychology, 34, 365-396.
Lee, W., & Reeve, J. (2012). Teachers' estimates of their students' motivation and engagement: Being in synch with students. Educational Psychology, 32, 727-747.
Lee, W., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: an fMRI study. Neuroscience Research, 73, 68-72. doi: 10.1016/j.neures.2012.01.010.
Weber-Gasparoni, K., Goebel, B. M., Warren, J. J., Drake, D. R., Reeve, J., Kramer, K. W. O., & Dawson, D. V. (2012). Factors associated with Streptococcus mutans among young WIC-enrolled children. Journal of Public Health Denistry, 72, 269-278.
Reeve, J. (2012). Editorial. Motivation and Emotion, 36, 101-102.
2011
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267.
Reeve, J., & Tseng, C.-M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35, 63-74.
Su, Y., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23, 159-188.
2010
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure, but autonomy support and structure. Journal of Educational Psychology, 102, 588-600.
2009
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159-178.
Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7, 145-154.
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive,satisfying learning experiences of collectivistically-oriented South Korean adolescents? Journal of Educational Psychology, 101, 644-661.
Hardre, P. L., & Reeve, J. (2009). Training corporate managers to adopt a more autonomy-supportive motivating style toward employees: An intervention study. International Journal of Training Development, 13, 165-184.
2006
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during learning activities. Journal of Educational Psychology, 98, 209-218.
Reeve, J. (2006). Autonomy, volitional motivation, and wellness. Motivation and Emotion, 30, 257-258.
2005
Isen, A. M., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29, 295-323.
2004
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing high school students’ engagement by increasing their teachers’ autonomy support. Motivation and Emotion, 28, 147-169.
2003
Reeve, J., Nix, G., & Hamm, D. (2003). The experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392.
Hardre, P., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in versus drop out of high school. Journal of Educational Psychology, 95, 347-356.
2002
Cai, Y., Reeve, J., & Robinson, D. T. (2002). Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Journal of Educational Psychology, 94, 372-380.
Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a motivational strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, 183-207.
Articles Before 2000
Reeve, J., Bolt, E., & Cai, Y. (1999). How autonomy-supportive teachers teach and motivate students. Journal of Educational Psychology, 91, 537-548.
Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable? Contemporary Educational Psychology, 23, 312-330.
Reeve, J., & Nix, G. (1997). Expressing intrinsic motivation through acts of exploration and facial displays of interest. Motivation and Emotion, 21, 237-250.
Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.
Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement, 54, 506-515.
Williams, G. C., Wiener, M. W., Markakis, K. M., Reeve, J., & Deci, E. L. (1994). Medical students' motivation for internal medicine. Journal of General Internal Medicine, 9, 327-333.
Reeve, J. (1993). The face of interest. Motivation and Emotion, 17, 353-375.
Reeve, J. (1989). The interest-enjoyment distinction in intrinsic motivation. Motivation and Emotion, 13, 83-103.
Reeve, J. (1989). The acquisition and extinction of four experiential states in intrinsic motivation. Journal of Social Psychology, 129, 841-854.
Reeve, J., Olson, B. C., & Cole, S. G. (1987). Intrinsic motivation in competition: The intervening role of four individual differences following objective competence information. Journal of Research in Personality, 21, 148-170.
Reeve, J., & Cole, S. G. (1987). Theory development in intrinsic motivation research: The excitement continues. Journal of Social Behavior and Personality, 2, 279-290.
Reeve, J., & Cole, S. G. (1987). Integration of affect and cognition in intrinsic motivation. Journal of Psychology,121, 441-449.
Reeve, J., & Robinson, D. T. (1987). Towards a reconceptualization of intrinsic motivation: Correlates and factor structure of the Activity-Feeling Scale. Journal of Social Behavior and Personality, 2, 23-36.
Reeve, J., Cole, S. G., & Olson, B. C. (1986). The Zeigarnik effect and intrinsic motivation: Are they the same? Motivation and Emotion, 10, 231-243.
Reeve, J., Cole, S. G., & Olson, B. C. (1986). Adding excitement to intrinsic motivation research. Journal of Social Behavior and Personality, 1, 349-363.
Reeve, J., Olson, B. C., & Cole, S. G. (1985). Motivation and performance: Two consequences of winning and losing in competition. Motivation and Emotion, 9, 291-298.
Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable? Contemporary Educational Psychology, 23, 312-330.
Reeve, J., & Nix, G. (1997). Expressing intrinsic motivation through acts of exploration and facial displays of interest. Motivation and Emotion, 21, 237-250.
Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.
Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement, 54, 506-515.
Williams, G. C., Wiener, M. W., Markakis, K. M., Reeve, J., & Deci, E. L. (1994). Medical students' motivation for internal medicine. Journal of General Internal Medicine, 9, 327-333.
Reeve, J. (1993). The face of interest. Motivation and Emotion, 17, 353-375.
Reeve, J. (1989). The interest-enjoyment distinction in intrinsic motivation. Motivation and Emotion, 13, 83-103.
Reeve, J. (1989). The acquisition and extinction of four experiential states in intrinsic motivation. Journal of Social Psychology, 129, 841-854.
Reeve, J., Olson, B. C., & Cole, S. G. (1987). Intrinsic motivation in competition: The intervening role of four individual differences following objective competence information. Journal of Research in Personality, 21, 148-170.
Reeve, J., & Cole, S. G. (1987). Theory development in intrinsic motivation research: The excitement continues. Journal of Social Behavior and Personality, 2, 279-290.
Reeve, J., & Cole, S. G. (1987). Integration of affect and cognition in intrinsic motivation. Journal of Psychology,121, 441-449.
Reeve, J., & Robinson, D. T. (1987). Towards a reconceptualization of intrinsic motivation: Correlates and factor structure of the Activity-Feeling Scale. Journal of Social Behavior and Personality, 2, 23-36.
Reeve, J., Cole, S. G., & Olson, B. C. (1986). The Zeigarnik effect and intrinsic motivation: Are they the same? Motivation and Emotion, 10, 231-243.
Reeve, J., Cole, S. G., & Olson, B. C. (1986). Adding excitement to intrinsic motivation research. Journal of Social Behavior and Personality, 1, 349-363.
Reeve, J., Olson, B. C., & Cole, S. G. (1985). Motivation and performance: Two consequences of winning and losing in competition. Motivation and Emotion, 9, 291-298.