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Featured Overviews and Articles

• Ryan, R. M., & Brown, K. W. (2005). Legislating competence: The motivational impact of high stakes testing as an educational reform. In C. Dweck & A. E. Elliot (Eds.), Handbook of competence (pp. 354-374). New York: Guilford Press.
  

• Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 31-60). Greenwich, CT: Information Age Press.
  

• Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
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Research Reports (from the Rochester SDT Labs)

• Roth, G., Assor, A., Niemiec, C. P., Ryan, R. M., & Deci, E. L. (2009). The emotional and academic consequences of parental conditional regard: Comparing conditional positive regard, conditional negative regard, and autonomy support as parenting practices. Developmental Psychology, 45, 1119–1142.
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• 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 korean students?. Journal of Educational Psychology, 101, 644-661.
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• Niemiec, C. P., Lynch, M. F., Vansteenkiste, M., Bernstein, J., Deci, E. L., & Ryan, R. M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29, 761-775.
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• Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic role of intrinsic goals and autonomy-support. Journal of Personality and Social Psychology, 87, 246-260.
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• Levesque, C. S., Zuehlke, N., Stanek, L., & Ryan, R. M. (2004). Autonomy and competence in german and u.s. university students: A comparative study based on self-determination theory. Journal of Educational Psychology, 96, 68-84.
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• Filak, V., & Sheldon, K. M. (2003). Student psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23, 235-247.
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• Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research., 71, 1-27.
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• Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740-756.
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• Williams, G. C., Saizow, R., Ross, L., & Deci, E. L. (1997). Motivation underlying career choice for internal medicine and surgery. Social Science and Medicine, 45, 1705-1713.
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• Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767-779.
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• Williams, G. C., Wiener, M. W., Markakis, K. M., Reeve, J., & Deci, E. L. (1994). Medical student motivation for internal medicine. Journal of General Internal Medicine, 9, 327-333.
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• Ryan, R. M., Stiller, J., & Lynch, J. H. (1994). Representations of relationships to teachers, parents, and friends as predictors of academic motivation and self-esteem. Journal of Early Adolescence, 14, 226-249.
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• Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children's behavior and emotion? joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781-791.
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• Deci, E. L., Hodges, R., Pierson, L., & Tomassone, J. (1992). Autonomy and competence as motivational factors in students with learning disabilities and emotional handicaps. Journal of Learning Disabilities, 25, 457-471.
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• Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). The inner resources for school performance: Motivational mediators of children's perceptions of their parents. Journal of Educational Psychology, 53, 508-517.
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• Ryan, R. M., Connell, J. P., & Plant, R. W. (1990). Emotions in non-directed text learning. Learning and Individual Differences, 2, 1-17.
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• Grolnick, W. S., & Ryan, R. M. (1990). Self-perceptions, motivation, and adjustment in children with learning disabilities: A multiple group comparison study. Journal of Learning Disabilities, 23, 177-184.
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• Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.
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• Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children's self-regulation and competence in school. Journal of Educational Psychology, 81, 143-154.
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• Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898.
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• Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.
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• Benware, C., & Deci, E. L. (1984). The quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755-766.
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• Connell, J. P., & Ryan, R. M. (1984). A developmental theory of motivation in the classroom. Teacher Education Quarterly, 11, 64-77.
  

• Deci, E. L., Speigel, N. H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). The effects of performance standards on teaching styles: The behavior of controlling teachers. Journal of Educational Psychology, 74, 852-859.
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• Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650.
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Chapters, Overviews, and Commentaries (from the Rochester SDT Labs)

• Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133-144.
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• Patrick, H., & Williams, G. C. (2009). Self-determination in medical education: Encouraging medical educators to be more like blues artists and poets. Theory and Research in Education, 7, 184-193.
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• Ryan, R. M., & Weinstein, N. (2009). Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory and Research in Education, 7, 224-233.
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• Deci, E. L. (2009). Large-scale school reform as viewed from the self-determination theory perspective. Theory and Research in Education, 7, 244-252.
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• Ryan, R. M., & Niemiec, C. P. (2009). Self-determination theory in schools of education: Can an empirically supported framework also be critical and liberating?. Theory and Research in Education, 7, 263-272.
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• Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2007). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and application (pp. 223-244). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  

• Deci, E. L., & Moller, A. C. (2005). The concept of competence: A starting place for understanding intrinsic motivation and self-determined extrinsic motivation. In A. J. Elliot & C. J. Dweck (Eds.), Handbook of competence and motivation (pp. 579-597). New York: Guilford Press.
  

• Ryan, R. M., & Lynch, M. F. (2003). Motivation and classroom management. In R. Curren (Ed.), A companion to the philosophy of education (pp. 260-271). Oxford: Blackwell.
  

• Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Contributions of social psychology (pp. 59-85). New York: Academic Press.
  

• Ryan, R. M., & La Guardia, J. G. (1999). Achievement motivation within a pressured society: Intrinsic and extrinsic motivations to learn and the politics of school reform. In T. Urdan (Ed.), Advances in motivation and achievement (pp. 45-85). Greenwich, CT: JAI Press.
  

• Williams, G. C., & Deci, E. L. (1998). The importance of supporting autonomy in medical education. Annals of Internal Medicine, 129, 303-308.
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• Deci, E. L., Kasser, T., & Ryan, R. M. (1997). Self-determined teaching in colleges and universities: Possibilities and obstacles. In J. Bess (Ed), Teaching well and liking it: Motivating faculty to teach effectively (pp. 57-71). Baltimore: The Johns Hopkins University Press.
  

• Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8, 165-183.
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• Rigby, C. S., Deci, E. L., Patrick, B. C, & Ryan, R. M. (1992). Beyond the intrinsic-extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16, 165-185.
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• Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: Vol. 7, goals and self-regulatory processes (pp. 115-149). Greenwich, CT: JAI Press.
  

• Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The self-determination perspective. The Educational Psychologist, 26, 325-346.
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• Ryan, R. M., & Powelson, C. L. (1991). Autonomy and relatedness as fundamental to motivation in education. Journal of Experimental Education, 60, 49-66.
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• Ryan, R. M., & Deci, E. L. (1989). Bridging the research traditions of task/ego involvement and intrinsic/extrinsic motivation: A commentary on butler (1987). Journal of Educational Psychology, 81, 265-268.
  

• Connell, J. P., & Ryan, R. M. (1987). Motivation and development in the context of schools. International Society for The Study of Behavioral Development Newsletter, 12, 1-3.
  

• Ryan, R. M., Connell, J. P., & Deci, E. L. (1985). A motivational analysis of self-determination and self-regulation in education. In C. Ames & R. E. Ames (Eds.), Research on motivation in education: The classroom in milieu (pp. 13-51). New York: Academic Press.
  

Research Reports (from Other Labs)

• Taylor, I. M., Ntoumanis, N., & Smith, B. (2009). The social context as a determinant of teacher motivational strategies in physical education. Psychology of Sport and Exercise, 10, 235-243.
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• Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., & Dochy, R. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79, 57-68.
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• Nie, Y., & Lau, S (2009). Complementary roles of care and behavioral control in classroom management: The self-determination theory perspective. Contemporary Educational Psychology, 34, 185-194.
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• Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671-688.
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• Arnone, M. P., Reynolds, R., & Marshall, T. (2009). The effect of early adolescents’ psychological needs satisfaction upon their perceived competence in information skills and intrinsic motivation for research. School Libraries Worldwide, 15, 115-134.
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• Miller, T. C., & Stone, D. (2009). Public speaking apprehension (psa), motivation, and affect among accounting majors: A proof-of-concept intervention. Issues in Accounting Education, 24, 265-298.
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• Liu, W. C., Wang, C. K., Tan, O. S., Ee, J., & Koh, C. (2009). A self-determination approach to understanding students’ motivation in project work. Learning and Individual Differences, 19, 139-145.
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• Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101, 482-497.
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• Sørebø, Ø., Halvari, H., Gulli, V., & Kristiansen, R. (2009). The role of self-determination theory in explaining teachers’ motivation to continue to use e-learning technology. Computers & Education, 53, 1177–1187.
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• Guiffrida, D., Gouveia, A., Wall, A., & Seward, D. (2008). Development and validation of the need for relatedness at college questionnaire (nrc-q). Journal of Diversity in Higher Education, 1, 251-261.
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• Taylor, I., Ntoumanis, N., & Standage, M. (2008). A self-determination theory approach to understanding antecedents of teachers’ motivational strategies in physical education. Journal of Sport and Exercise Psychology, 30, 75-94.
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• Tsai, Y., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. M. (2008). What makes lessons interesting? the role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100, 460-472.
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• Vansteenkiste, M., Timmermans, T., Lens, W., Soenens, B., & Van den Broeck, A. (2008). Does extrinsic goal framing enhance extrinsic goal oriented individuals’ learning and performance? an experimental test of the match-perspective vs. self-determination theory. Journal of Educational Psychology, 100, 387-397.
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• Jang, H. (2008). Supporting students’ motivation, engagement, and learning during an uninteresting activity. Journal of Educational Psychology, 100, 798–811.
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• Fernet, C., Senecal, C., Guay, F., March, H., & Dowson, M. (2008). The work tasks motivation scale for teachers (wtmst). Journal of Career Assessment, 16, 256-279.
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• Wang, C. K., & Liu, W. C. (2008). Teachers’ motivation to teach national education in singapore: A self-determination theory approach. Asia Pacific Journal of Education, 28, 395-410.
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• Wang, F. (2008). Motivation and english achievement: An exploratory and confirmatory factor analysis of a new measure for chinese students of english learning. North American Journal of Psychology, 10, 633-646.
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• Sheldon, K. M., & Krieger, L. S. (2007). Understanding the negative effects of legal education on law students: A longitudinal test of self-determination theory. Personality and Social Psychology Bulletin, 33, 883-897.
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• Roth, G., Assor, A., Kanat-Maymon, Y, & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761-774.
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• Grolnick, W. S., Farkas, M. S., Sohmer, R., Michaels, S., & Valsiner, J. (2007). Facilitating motivation in young adolescents: Effects of an after-school program. Journal of Applied Developmental Psychology, 28, 332-344.
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• Ratelle, C. F., Guay, F., Vallerand, R. J., Larose, S., & Senecal, C. (2007). Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis. Journal of Educational Psychology, 99, 734-746.
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• Ommundsen, Y., & Kvalø, S. E. (2007). Autonomy-mastery supportive or performance focused?  different teacher behaviors and pupil's outcomes in physical education . Scandinavian Journal of Educational Research, 51, 386-413.
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• Grouzet, F. M., Otis, N., & Pelletier, L. G. (2006). Longitudinal cross-gender factorial invariance of the academic motivation scale. Structural Equation Modeling, 13, 73-98.
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• Reeve, J., & Jang, H. (2006). What teachers say and do to support students' autonomy during a learning activity. Journal of Educational Psychology, 98, 209-218.
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• Legault, L., Green-Demers, I., & Pelletier, L. G. (2006). Why do high school students lack motivation in the classroom? toward an understanding of academic motivation and social support. Journal of Educational Psychology, 98, 567-582.
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• Sarrazin, P. G., Tessier, D. P., Pelletier, L. G., Trouilloud, D. O., & Chanal, J. P. (2006). The effects of teachers' expectations about students' motivation on teachers' autonomy-supportive and controlling behaviors. International Journal of Sport and Exercise Psychology, 4, 283-301.
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• Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
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• Hardre, P. L., Chen, C., Huang, S., Chiang, C., Jen, F., & Warden, L. (2006). Factors affecting high school students' academic motivation in taiwan. Asia Pacific Journal of Education, 26, 198-207.
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• Burton, K. D., Lydon, J. E., D'Alessandro, D. U., & Koestner, R. (2006). The differential effects of intrinsic and identified motivation on well-being and performance: Prospective, experimental and implicit approaches to self-determination theory. Journal of Personality and Social Psychology, 91, 750-762.
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• Katz, I., Assor, A., Kanat-Maymon, Y., & Bereby-Meyer, Y. (2006). Interest as a motivational resource: Feedback and gender matter, but interest makes the difference. Social Psychology of Education, 9, 27-42.
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• Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in three life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34, 589-604.
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• Assor, A., Kaplan, H., Kanat-Maymon, Y, & Roth, G. (2005). 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, 397-413.
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• Joussemet, M., Koestner, R., Lekes, N., & Landry, R. (2005). A longitudinal study of the relationship of maternal autonomy support to children’s adjustment and achievement in school. Journal of Personality, 73, 1215-1235.
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• Walls, T. A., & Little, T. D. (2005). Relations among personal agency, motivation, and school adjustment in early adolescence. Journal of Educational Psychology, 97, 23-31.
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• Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement. Child Development, 2, 483-501.
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• Vansteenkiste, M., Zhou, M., Lens, W., & Soenens, B. (2005). Experiences of autonomy and control among chinese learners: Vitalizing or immobilizing?. Journal of Educational Psychology, 97, 468-483.
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• Otis, N., Grouzet, F. M., & Pelletier, L. G. (2005). Latent motivational change in an academic setting: A 3-year longitudinal study. Journal of Educational Psychology, 97, 170-183.
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• Miquelon, P., Vallerand, R. J., Grouzet, F. M., & Cardinal, G. (2005). Perfectionism, academic motivation, and psychological adjustment: An integrative model. Personality and Social Psychology Bulletin, 37, 913-924.
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• Ratelle, C. F., Guay, F., Larose, S., & Senecal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743-754.
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• Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing students' engagement by increasing teachers' autonomy support. Motivation and Emotion, 28, 147-169.
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• Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., Matos, L., & Lacante, M. (2004). Less is sometimes more: Goal-content matters. Journal of Educational Psychology, 96, 755-764.
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• Guay, F., Mageau, G. A., & Vallerand, R. J. (2003). On the hierarchical structure of self-determined motivation: A test of top-down, bottom-up, reciprocal, and horizontal effects. Personality and Social Psychology Bulletin, 29, 992-1004.
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• Senecal, C., Julien, E., & Guay, F. (2003). Role conflict and academic procrastination: A self-determination perspective. European Journal of Social Psychology, 33, 135-145.
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• Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392.
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• Hardre, P. L., & 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.
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• Furrer, C., & Skinner, E. A. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
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• Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs and tenets from self-determination and goal perspective theories to predict leisure-time exercise intentions. Journal of Educational Psychology, 95, 97-110.
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• Pelletier, L. G., Levesque, C. S., & Legault L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behavior. Journal of Educational Psychology, 94, 186-196.
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• Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours in predicting student's engagement in school work. British Journal of Educational Psychology, 72, 261-278.
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• Reeve, J., Jang, H., Harde, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, 183-207.
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• 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.
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• Assor, A., & Kaplan, H. (2001). Mapping the domain of autonomy support: Five important ways to enhance or undermine students' experience of autonomy in learning. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 101-120). Boston: Kluwer Academic Publishers.
  

• Guay, F., & Boggiano, A. K. (2001). Autonomy support, intrinsic motivation, and perceived competence: Conceptual and empirical linkages. Personality and Social Psychology Bulletin, 27, 643-650.
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• Noels, K. A., Clement, R., & Pelletier, L. G. (2001). Intrinsic, extrinsic, and integrative orientations of french canadian learners of english. Canadian Modern Language Review, 57, 424-442.
  

• Noels, K. A. (2001). Learning spanish as a second language: Learners' orientations and perceptions of their teachers' communication style. Language Learning, 51, 107-144.
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• Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225-242.
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• Wong, M. M. (2000). The relations among causality orientations, academic experience, academic performance, and academic commitment. Personality and Social Psychology Bulletin, 36, 315-326.
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• Noels, K., Pelletier, L. G., & Vallerand, R. J. (2000). Why are you learning a second language? motivational orientations and self-determination theory. Language Learning, 53, 33-64.
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• Patrick, B. C., Hisley, J., & Kempler, T. (2000). What's everybody so excited about? the effects of teacher enthusiasm on student intrinsic motivation and vitality. Journal of Experimental Education, 68, 217-236.
  

• Noels, K. A., Clement, R., & Pelletier, L. G. (1999). Perceptions of teachers' communicative style and students' intrinsic and extrinsic motivation. Modern Language Journal, 83, 23-34.
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• Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548.
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• Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable?. Contemporary Educational Psychology, 23, 312-330.
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• Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high-school drop out. Journal of Personality and Social Psychology, 72, 1161-1176.
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• Guay, F., & Vallerand, R. J. (1996). Social context, student's motivation, and academic achievement: Toward a process model. Social Psychology of Education, 1, 211-233.
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• Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above average children. Journal of Educational Psychology, 88, 203-214.
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• Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20, 257-274.
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• Senecal, C., Koestner, R., & Vallerand, R. J. (1995). Self-regulation and academic procrastination. Journal of Social Psychology, 135, 607-619.
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• Vallerand, R. J., Gagné, M., Senecal, C., & Pelletier, L. G. (1994). A comparison of school intrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly, 38, 172-175.
  

• Valas, H., & Sovik, N. (1994). Variables affecting students' intrinsic motivation for school mathematics: Two empirical studies based on deci and ryan's theory of motivation. Learning and Instruction, 3, 281-298.
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• Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Valliéres, E. F. (1993). On the assessment of intrinsic, extrinsic, and amotivation in education: Evidence on the concurrent and construct validity of the academic motivation scale. Educational & Psychological Measurement, 53, 159-172.
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• Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
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• Boggiano, A. K., Flink, C., Shields, A., Seelbach, A., & Barrett, M. (1993). Use of techniques promoting students' self-determination: Effects on students' analytic problem-solving skills. Motivation and Emotion, 17, 319-336.
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• Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Valliéres, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003-1017.
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• Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60, 599-620.
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• Wild, T. C., Enzle, M. E., & Hawkins, W. L. (1992). Effects of perceived extrinsic versus intrinsic teacher motivation on student reactions to skill acquisition. Personality and Social Psychology Bulletin, 18, 245-251.
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• Flink, C., Boggiano, A. K., & Barrett, M. (1990). Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology, 59, 916-924.
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• Vallerand, R. J., Blais, M. R., Briere, N. M., & Pelletier, L. G. (1989). Construction and validation of the motivation toward education scale. Canadian Journal of Behavioural Science Revue Canadienne, 21, 323-349.
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Chapters, Overviews, and Commentaries (from Other Labs)

• Vansteenkiste, M., Soenens, B., & Lens, W. (2009). What is the usefulness of your schoolwork?: The differential effects of intrinsic and extrinsic goal framing on optimal learning. Theory and Research in Education, 7, 155-163.
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• 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.
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• Grolnick, W. S. (2009). The role of parents in facilitating autonomous self-regulation for education. Theory and Research in Education, 7, 164-173.
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• Pelletier, L. G., & Sharp, E. C. (2009). Administrative pressures and teachers' interpersonal behaviour in the classroom. Theory and Research in Education, 7, 174-183.
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• Ntoumanis, N., & Standage, M. (2009). Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7, 194-202.
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• Landry, R., Allard, R., & Deveau, K. (2009). Self-determination and bilingualism. Theory and Research in Education, 7, 203-213.
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• Rigby, S. C., & Przybylski, A. K. (2009). Virtual worlds and the learner hero: How today's video games can inform tomorrow's digital learning environments. Theory and Research in Education, 7, 214-223.
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• Assor, A., Kaplan, H., Feinberg, O., & Tal, K. (2009). 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, 234-243.
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• Chirkov, V. I. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7, 253-262.
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• Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233-240.
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• Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2007). Understanding and promoting autonomous self-regulation: A self-determination theory perspective. In D. Schunk & B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and application (pp. 223-244). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  

• Katz, I., & Assor, A. (2007). When choice motivates and when it does not. Educational Psychology Review, 19, 429-442.
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• Reeve, J. (2006). Extrinsic rewards and inner motivation. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 645-664). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  

• Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). Intrinsic versus extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19-31.
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• Alfi, O., Katz, I., & Assor, A. (2004). Learning to allow temporary failure: Potential benefits, supportive practices and teacher concerns. Journal of Education for Teaching, 30, 27-41.
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• Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 183-203). Rochester, NY: University Of Rochester Press.