Enhancing Students' Engagement by Increasing Teachers' Autonomy Support

• Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivational processes. Journal of Educational Psychology, 80, 260-267.

  Google Scholar 

• Barrett, M., & Boggiano, A. K. (1988). Fostering extrinsic orientations: Use of reward strategies to motivate children. Journal of Social and Clinical Psychology, 6, 293-309.

  Google Scholar 

• Boggiano, A. K., Barrett, M., Weiher, A. W., McClelland, G. H., & Lusk, C. M. (1987). Use of the maximal-operant principle to motivate children's intrinsic interest. Journal of Personality and Social Psychology, 53, 866-879.

  Google Scholar 

• 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.

  Google Scholar 

• Connell, J. P. (1990). Context, self, and action: A motivational analysis of self-esteem processes across the life-span. In D. Cicchetti (Ed.), The self in transition: From infancy to childhood (pp. 61-97). Chicago: University of Chicago Press.

  Google Scholar 

• Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African-American youth: Context, self, action, and outcomes in school. Child Development, 65, 493-506.

  Google Scholar 

• Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-esteem processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self processes in development: Minnesota symposium on child psychology, (Vol. 23, pp. 167-216). Hillsdale, NJ: Erlbaum.

  Google Scholar 

• deCharms, R. (1976). Enhancing motivation: Change in the classroom. New York: Irvington.

  Google Scholar 

• Deci, E. L. (1995). Why we do what we do: The dynamics of personal autonomy. New York: Penguin Books.

  Google Scholar 

• Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62, 119-142.

  Google Scholar 

• Deci, E. L., Nezlek, J., & Sheinman, L. (1981). Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology, 40, 1-10.

  Google Scholar 

• Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.

  Google Scholar 

• Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53, 1024-1037.

  Google Scholar 

• Deci, E. L., Schwartz, A., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adult's orientations toward control versus autonomy in children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642-650.

  Google Scholar 

• Deci, E. L., Spiegel, N. H., Ryan, R. M., Koestner, R., & Kauffman, M. (1982). Effects of performance standards on teaching styles: Behavior of controlling teachers. Journal of Educational Psychology, 74, 852-859.

  Google Scholar 

• Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation in education: The self-determination perspective. Educational Psychologist, 26, 325-346.

  Google Scholar 

• Fiedler, M. L. (1975). Bidirectionality of influence in classroom interaction. Journal of Educational Psychology, 67, 735-744.

  Google Scholar 

• Fincham, F. D., Hokoda, A., & Sanders, R. (1989). Learned helplessness, test anxiety, and academic achievement: A longitudinal analysis. Child Development, 60, 1461-1474.

  Google Scholar 

• 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.

  Google Scholar 

• 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.

  Google Scholar 

• 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.

  Google Scholar 

• Harter, S., & Connell, J. P. (1984). A model of the relationship among children's academic achievement and their self-perceptions of competence, control, and motivational orientation. In J. Nichols (Ed.), The development of achievement motivation (pp. 219-250). Greenwich, CT: JAI Press.

  Google Scholar 

• Hoy, W. K., & Woolfolk, A. E. (1990). Socialization of student teachers. American Educational Research Journal, 27, 279-300.

  Google Scholar 

• Koenigs, S. S., Fiedler, M. L., & deCharms, R. (1977). Teacher beliefs, classroom interaction and personal causation. Journal of Applied Social Psychology, 7, 95-114.

  Google Scholar 

• McClelland, D. C., & Winter, D. G. (1969). Motivating economic achievement. Cambridge, MA: Harvard University Press.

  Google Scholar 

• Mook, D. G. (1988). In defense of external invalidity. American Psychologist, 38, 379-387.

  Google Scholar 

• Newby, T. J. (1991). Classroom motivation: Strategies of first-year teachers. Journal of Educational Psychology, 83, 195-200.

  Google Scholar 

• 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.

  Google Scholar 

• Pelletier, L. G., Seguin-Levesque, C., & Legault, L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behaviors. Journal of Educational Psychology, 94, 186-196.

  Google Scholar 

• Pelletier, L. G., & Vallerand, R. J. (1996). Supervisors' beliefs and subordinates' intrinsic motivation: A behavioral confirmation analysis. Journal of Personality and Social Psychology, 71, 331-340.

  Google Scholar 

• Reeve, J. (1996). Motivating others: Nurturing inner motivational resources. Needham Heights, MA: Allyn & Bacon.

  Google Scholar 

• Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable? Contemporary Educational Psychology, 23, 312-330.

  Google Scholar 

• 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.

  Google Scholar 

• Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding the sociocultural influences on student motivation. In D. M. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Big theories revisited (Vol. 4, pp. 31-59). Greenwich, CT: Information Age Press.

  Google Scholar 

• Reeve, J., Jang, H., Hardre, 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.

  Google Scholar 

• 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.

  Google Scholar 

• Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33). Rochester, NY: University of Rochester.

  Google Scholar 

• Ryan, R. M., & Grolnick, W. S. (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children's perceptions. Journal of Personality and Social Psychology, 50, 550-558.

  Google Scholar 

• 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 (Vol. 11, pp. 45-85). Greenwich, CT: JAI Press.

  Google Scholar 

• 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.

  Google Scholar 

• Skinner, E. A., Zimmer-Gembeck, M. J., & Connell, J. P. (1998). Individual differences and the development of perceived control. Monographs of the Society for Research in Child Development, 63 (2-3, Whole No. 204).

  Google Scholar 

• 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 dropout. Journal of Personality and Social Psychology, 72, 1161-1176.

  Google Scholar 

• Wellborn, J. G. (1991). Engaged and disaffected action: The conceptualization and measurement of motivation in the academic domain. Unpublished doctoral dissertation, University of Rochester, Rochester, NY.

  Google Scholar 

• Wellborn, J. G., Connell, J. P., & Skinner, E. A. (1989). The Student Perceptions of Control Questionnaire (SPOCQ). Technical Report, University of Rochester, Rochester, NY.

  Google Scholar 

Download references