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Featured Overviews and Articles

• Ryan, R. M., & La Guardia, J. G. (2000). What is being optimized over development?: A self-determination theory perspective on basic psychological needs across the life span. In S. Qualls & N. Abeles (Eds.), Psychology and the aging revolution (pp. 145-172). Washington, DC: APA Books.
  

• Grolnick, W. S., Deci, E. L., & Ryan, R. M. (1997). Internalization within the family: The self-determination theory perspective. In J. E. Grusec & L. Kuczynski (Eds.), Parenting and children's internalization of values: A handbook of contemporary theory (pp. 135-161). New York: Wiley.
  

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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• 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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• Assor, A., Roth, G., & Deci, E. L. (2004). The emotional costs of perceived parental conditional regard: A self-determination theory analysis. Journal of Personality, 72, 47-87.
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• Shahar, G., Henrich, C. C., Blatt, S. J., Ryan, R. M., & Little, T. D. (2003). Interpersonal relatedness, self-definition, and motivational orientation during adolescence: A theoretical and empirical investigation. Developmental Psychology, 39, 470-483.
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• Chirkov, V. I., & Ryan, R. M. (2001). 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, 618-635.
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• Shields, A., Ryan, R. M., & Cicchetti, D. (2001). Narrative representations of caregivers and emotion dysregulation as predictors of maltreated children's rejection by peers. Developmental Psychology, 37, 321-337.
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• La Guardia, J. G., Ryan, R. M., Couchman, C. E., & Deci, E. L. (2000). Within-person variation in security of attachment: A self-determination theory perspective on attachment, need fulfillment, and well-being. Journal of Personality and Social Psychology, 79, 367-384.
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• Kasser, T., Ryan, R. M., Zax, M., & Sameroff, A. J. (1995). The relations of maternal and social environments to late adolescents' materialistic and prosocial values. Developmental Psychology, 31, 907-914.
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• Shields, A., Cicchetti, D., & Ryan, R. M. (1994). The development of emotional and behavioral self-regulation and social competence among maltreated school-age children. Development and Psychopathology, 6, 57-75.
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• Ryan, R. M., & Kuczkowski, R. (1994). The imaginary audience, self-consciousness, and public individuation in adolescence. Journal of Personality, 62, 219-238.
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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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• Deci, E. L., Driver, R. E., Hotchkiss, L., Robbins, R. J., & Wilson, I. M. (1993). The relation of mothers' controlling vocalizations to children's intrinsic motivation. Journal of Experimental Child Psychology, 155, 151-162.
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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., & Lynch, J. (1989). Emotional autonomy versus detachment: Revisiting the vicissitudes of adolescence and young adulthood. Child Development, 60, 340-356.
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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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• Avery, R. R., & Ryan, R. M. (1988). Object relations and ego development: Comparison and correlates in middle childhood. Journal of Personality, 56, 547-569.
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• Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K (1984). Setting limits on children's behavior: The differential effects of controlling versus informational styles on children's intrinsic motivation and creativity. Journal of Personality, 54, 233-248.
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Chapters, Overviews, and Commentaries (from the Rochester SDT Labs)

• Ryan, R. M., Deci, E. L., Grolnick, W. S., & La Guardia, J. G. (2006). The significance of autonomy and autonomy support in psychological development and psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Theory and method 2nd ed., (pp. 795-849). New Jersey: John Wiley & Sons, Inc..
  

• Ryan, R. M. (2005). The developmental line of autonomy in the etiology, dynamics, and treatment of borderline personality disorders. Development and Psychopathology, 17, 987-1006.
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• La Guardia, J. G., & Ryan, R. M. (2002). What adolescents need: A self-determination theory perspective on development within families, school and society. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. ). Greenwich CT: IAP.
  

• Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
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• Ryan, R. M., Deci, E. L., & Grolnick, W. S. (1995). Autonomy, relatedness, and the self: Their relation to development and psychopathology. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Theory and methods (pp. 618-655). New York: Wiley.
  

• Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy and the self in psychological development. In J. Jacobs (Ed.), Nebraska symposium on motivation: Developmental perspectives on motivation, vol. 40 (pp. 1-56). Lincoln, NE: University Of Nebraska Press.
  

• Grolnick, W. S., & Ryan, R. M. (1992). Parental resources and the developing child in school. In M. Procidano & C. Fisher (Eds.), Contemporary families: A handbook for school professionals (pp. 275-291). New York: Teachers College Press.
  

• Deci, E. L., & Ryan, R. M. (1986). The dynamics of self-determination in personality and development. In R. Schwarzer (Ed.), Self-related cognitions in anxiety and motivation (pp. 171-194). Hillside, NY: Erlbaum.
  

Research Reports (from Other Labs)

• Soenens, B., Vansteenkiste, M., & Sierens, E. (2009). How are parental psychological control and autonomy-support related? a cluster-analytic approach. Journal of Marriage and Family, 187-202.
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• Mageau, G. A., Vallerand, R. J., Charest, J., Salvy, S., Lacaille, N., Bouffard, T., & Koestner, R. (2009). On the development of harmonious and obsessive passion: The role of autonomy support, activity specialization, and identification with the activity. Journal of Personality, 77, 601-646.
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• Joussemet, M., Vitaro, F., Barker, E. D., Coté, S., Nagin, D., Zoccolillo, M., & Tremblay, R. E. (2008). Controlling parenting and physical aggression during elementary school. Child Development, 79, 411-425.
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• Goldstein, J. D., & Iso-Ahola, S. E. (2008). Determinants of parents’ sideline-rage emotions and behaviors at youth soccer games. Journal of Applied Social Psychology, 38, 1442–1462.
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• Soenens, B., Vansteenkiste, M., Goossens, L., Duriez, B., & Niemiec, C. (2008). The intervening role of relational aggression between psychological control and friendship quality. Social Development, 17, 661-681.
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• Soenens, B., Vansteenkiste, M., Vandereycken, W., Luyten, P., Sierens, E., & Goossens, L. (2008). Perceived parental psychological control and eating disordered symptoms: Maladaptive perfectionism as a possible intervening variable. Journal of Nervous and Mental Disease, 196, 144-152.
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• Bao, X., & Lam, S. (2008). Who makes the choice? rethinking the role of autonomy and relatedness in chinese children's motivation. Child Development, 79, 269-283.
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• Roth, G. (2008). Perceived parental conditional regard and autonomy support as predictors of young adults' self- versus other-oriented prosocial tendencies. Journal of Personality, 76, 513-533.
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• Wong, M. M. (2008). Perceptions of parental involvement and autonomy support: Their relations with self-regulation, academic performance, substance use and resilience among adolescents. North American Journal of Psychology, 10, 497-518.
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• Soenens, B., Luyckx, K., Vansteenkiste, M., Duriez, B., & Goossens, L. (2008). Clarifying the link between perceived parental psychological control and adolescents’ depressive feelings: A test of reciprocal versus unidirectional models of influence. Merrill-Palmer Quarterly, 54, 411-444.
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• Cleveland, E. S., Reese, E., & Grolnick, W. S. (2007). Children’s engagement and competence in personal recollection: Effects of parents’ reminiscing goals. Journal of Experimental Child Psychology, 96, 131-149.
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• Grolnick, W. S., Price, C. E., Beiswenger, K. L., & Sauck, C. C. (2007). Evaluative pressure in mothers: Effects of situation, maternal, and child characteristics on autonomy supportive versus controlling behavior. Developmental Psychology, 43, 991-1002.
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• Bouchard, G., Lee, C. M., Asgary, V.,, & Pelletier, L. G. (2007). Fathers’ motivation for involvement with their children: A self-determination theory perspective. Fathering, 5, 25-41.
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• Marchand, G., & Skinner, E. A. (2007). Motivational dynamics of children’s academic help-seeking and concealment. Journal of Educational Psychology, 99, 65-82.
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• Duriez, B., Soenens, B., & Vansteenkiste, M. (2007). In search of the antecedents of adolescent authoritarianism: The relative contribution of parental goal promotion and parenting style dimensions. European Journal of Personality, 21, 507-527.
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• Luyckx, K., Berzonsky, M. D., Smits, I., & Goossens, L., Vansteenkiste, M. (2007). Information-oriented identity processing, identity consolidation, and well-being: The moderating role of autonomy, self-reflection, and self-rumination. Personality and Individual Differences, 43, 1099-1111.
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• Luyckx, K., Soenens, B., Vansteenkiste, M., Goossens, L., & Berzonsky, M. (2007). Parental psychological control and dimensions of identity formation in emerging adulthood. Journal of Family Psychology, 21, 546-550.
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• Soenens, B., Duriez, B., Vansteenkiste, M., & Goossens, L. (2007). The intergenerational transmission of empathy-related responding in adolescence: The role of maternal support. Personality and Social Psychology Bulletin, 33, 1-13.
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• Soenens, B., Vansteenkiste, M., Lens, W., Luyckx, K., Beyers, W., Goossens, L., & Ryan, R. M. (2007). Conceptualizing parental autonomy support: Adolescent perceptions of promoting independence versus promoting volitional functioning. Developmental Psychology, 43, 633-646.
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• Soenens, B., Vansteenkiste, M., Smits, I., Lowet, K., & Goossens, L. (2007). The role of intrusive parenting in the relationship between peer management strategies and peer affiliation. Journal of Applied Developmental Psychology, 28, 239-249.
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• Knafo, A., & Assor, A. (2007). Motivation for agreement with parental values: Desirable when autonomous, problematic when controlled. Motivation and Emotion, 31, 232-245.
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• Guay, F., Ratelle, C. F., Senecal, C., Larose, S., & Deschenes, A. (2006). Distinguishing developmental from chronic career indecision: Self-efficacy, autonomy, and social support. Journal of Career Assessment, 14, 235-255.
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• Soenens, B., Vansteenkiste, M., Duriez, B., & Goossens, L. (2006). In search of the sources of psychologically controlling parenting: The role of parental separation anxiety and parental maladaptive perfectionism. Journal of Research on Adolescence, 16, 539-559.
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• Gurland, S. T., & Grolnick, W. S. (2005). Perceived threat, controlling parenting, and children's achievement orientations. Motivation and Emotion, 29, 103-121.
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• Skinner, E. A., Johnson, S., & Snyder, T. (2005). Six dimensions of parenting: A motivational model. Parenting: Science and Practice, 5, 175-235.
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• Soenens, B., Elliot, A. J., Goossens, L., Vansteenkiste, M., Luyten, P., & Duriez, B. (2005). The intergenerational transmission of perfectionism: Parents’ psychological control as intervening variable. Journal of Family Psychology, 19, 358-366.
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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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• Soenens, B., Vansteenkiste, M., Luyten, P., Duriez, B., & Goossens, L. (2005). Maladaptive perfectionistic self-representations: The mediational link between psychological control and adjustment. Personality and Individual Differences, 38, 487-498.
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• Cleveland, E. S., & Reese, E. (2005). Maternal structure and autonomy support in conversations about the past: Contributions to children's autobiographical memory. Developmental Psychology, 41, 376-388.
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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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• 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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• Ratelle, C. F., Larose, S., Guay, F., & Senecal, C. (2005). Perceptions of parental involvement and support as predictors of college students' persistence in a science curriculum. Journal of Family Psychology, 19, 286-293.
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• Sheldon, K. M., Kasser, T., Houser-Marko, L., Jones, T., & Turban, D. (2005). Doing one's duty: Chronological age, felt autonomy, and subjective well-being. European Journal of Personality, 19, 97-115.
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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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• Gurland, S. T., & Grolnick, W. S. (2003). Children's expectancies and perceptions of adults: Effects on rapport. Child Development, 74, 1212-1224.
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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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• Grolnick, W. S., Gurland, S. T., DeCourcey, W., & Jacob, K. (2002). Antecedents and consequences of mothers' autonomy support: An experimental investigation. Developmental Psychology, 38, 143-155.
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• Grolnick, W. S., Kurowski, C. O., Dunlap, K. G., & Hevey, C. (2000). Parental resources and the transition to junior high. Journal of Research on Adolescence, 10, 465-488.
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• Grolnick, W. S., Kurowski, C. O., & Gurland, S. T. (1999). Family processes and the development of children's self-regulation. Educational Psychologist, 34, 3-14.
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• Grolnick, W. S., Kurowski, C. O., McMenamy, J. M., Rivkin, I., & Bridges, L. J. (1998). Mothers' strategies for regulating their toddlers' distress. Infant Behavior and Development, 21, 437-450.
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• Grolnick, W. S., Benjet, C., Kurowski, C. O., & Apostoleris, N. H. (1997). Predictors of parent involvement in children's schooling. Journal of Educational Psychology, 89, 538-548.
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• Dresner, R., & Grolnick, W. S. (1996). Constructions of early parenting, intimacy and autonomy in young women. Journal of Social and Personal Relationships, 13, 25-39.
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• Chandler, C. L., & Connell, J. P. (1987). Children's intrinsic, extrinsic and internalized motivation: A developmental study of children's reasons for liked and disliked behaviours. British Journal of Developmental Psychology, 5, 357-365.
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Chapters, Overviews, and Commentaries (from Other Labs)

• Joussemet, M., Landry, R., & Koestner, R. (2008). A self-determination theory perspective on parenting. Canadian Psychology, 49, 194-200.
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• Pomerantz, E. M., Grolnick, W. S., & Price, C. E. (2005). The role of parents in how children approach achievement: A dynamic process perspective. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 229-278). New York: Guilford Publications.
  

• Assor, A., & Roth, G. (2005). The harmful effects of parental conditional regard. Scientific Annals of the psychological Society of Northern Greece, 7, 17-34.
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• Grolnick, W. S. (2003). The psychology of parental control: How well-meant parenting backfires. Mahwah, NJ: Erlbaum.
  

• Grolnick, W. S., Gurland, S. T., Jacob, K. F., & Decourcey, W. (2002). The development of self-determination in middle childhood and adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 147-171). San Diego, CA: Academic Press.
  

• Grolnick, W. S., & Apostoleris , N. H. (2002). What makes parents controlling?. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 161-181). Rochester, NY: University Of Rochester Press.
  

• Skinner, E. A., & Edge, K. (2002). Parenting, motivation, and the development of children's coping. In L. J. Crockett (Ed.), Agency, motivation, and the life course: The nebaska symposium on motivation, vol. 48 (pp. 77-143). Lincoln, NE: University Of Nebraska Press.
  

• Skinner, E. A., & Wellborn, J. G. (1994). Coping during childhood and adolescence: A motivational perspective. In D. L. Featherman, R. M. Lerner (Eds.), Life-span development and behavior (pp. 91-133). Hillsdale, NJ: Erlbaum.