| Understanding motivation and emotion J Reeve John Wiley & Sons, 2018 | 3444 | 2018 |
| Motivación y emoción J Reeve, AML Raven, MV i Besora McGraw-Hill, 2010 | 2729 | 2010 |
| What teachers say and do to support students' autonomy during a learning activity. J Reeve, H Jang Journal of educational psychology 98 (1), 209, 2006 | 2387 | 2006 |
| Enhancing students' engagement by increasing teachers' autonomy support J Reeve, H Jang, D Carrell, S Jeon, J Barch Motivation and emotion 28, 147-169, 2004 | 2338 | 2004 |
| Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive J Reeve Educational psychologist 44 (3), 159-175, 2009 | 2141 | 2009 |
| Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. H Jang, J Reeve, EL Deci Journal of educational psychology 102 (3), 588, 2010 | 2126 | 2010 |
| Self-determination theory applied to educational settings J Reeve Handbook of self-determination research 2, 183-204, 2002 | 1888 | 2002 |
| A self-determination theory perspective on student engagement J Reeve Handbook of research on student engagement, 149-172, 2012 | 1803 | 2012 |
| Agency as a fourth aspect of students’ engagement during learning activities J Reeve, CM Tseng Contemporary educational psychology 36 (4), 257-267, 2011 | 1701 | 2011 |
| Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit J Reeve The elementary school journal 106 (3), 225-236, 2006 | 1323 | 2006 |
| Autonomy-supportive teachers: How they teach and motivate students. J Reeve, E Bolt, Y Cai Journal of educational psychology 91 (3), 537, 1999 | 1186 | 1999 |
| How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. J Reeve Journal of educational psychology 105 (3), 579, 2013 | 1101 | 2013 |
| Self-determination theory: A dialectical framework for understanding socio-cultural influences on student motivation J Reeve, EL Deci, RM Ryan Big theories revisited 4, 31-60, 2004 | 1091 | 2004 |
| A motivational model of rural students' intentions to persist in, versus drop out of, high school. PL Hardre, J Reeve Journal of educational psychology 95 (2), 347, 2003 | 1032 | 2003 |
| A meta-analysis of the effectiveness of intervention programs designed to support autonomy YL Su, J Reeve Educational psychology review 23, 159-188, 2011 | 968 | 2011 |
| The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control AM Isen, J Reeve Motivation and emotion 29, 295-323, 2005 | 953 | 2005 |
| Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students? H Jang, J Reeve, RM Ryan, A Kim Journal of educational Psychology 101 (3), 644, 2009 | 916 | 2009 |
| Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. J Reeve, G Nix, D Hamm Journal of educational psychology 95 (2), 375, 2003 | 871 | 2003 |
| Elements of the competitive situation that affect intrinsic motivation J Reeve, EL Deci Personality and Social Psychology Bulletin 22 (1), 24-33, 1996 | 821 | 1996 |
| Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model H Jang, EJ Kim, J Reeve Learning and instruction 43, 27-38, 2016 | 799 | 2016 |
Sung Hyeon CheonAssociate Professor at Department of Physical Education, Korea UniversityVahvistettu sähköpostiosoite verkkotunnuksessa korea.ac.kr
