| 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 | 2486 | 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 | 2432 | 2004 |
| 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 | 2252 | 2010 |
| 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 | 961 | 2009 |
| 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 | 851 | 2016 |
| Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context. H Jang, EJ Kim, J Reeve Journal of Educational psychology 104 (4), 1175, 2012 | 696 | 2012 |
| Supporting students' motivation, engagement, and learning during an uninteresting activity. H Jang Journal of Educational Psychology 100 (4), 798, 2008 | 641 | 2008 |
| Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity J Reeve, H Jang, P Hardre, M Omura Motivation and emotion 26, 183-207, 2002 | 548 | 2002 |
| Understanding and promoting autonomous self-regulation: A self-determination theory perspective J Reeve, R Ryan, EL Deci, H Jang Motivation and self-regulated learning, 223-244, 2012 | 545 | 2012 |
| The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation J Reeve, M Vansteenkiste, A Assor, I Ahmad, SH Cheon, H Jang, ... Motivation and Emotion 38, 93-110, 2014 | 356 | 2014 |
| A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students' preferred ways H Jang, J Reeve, M Halusic The Journal of Experimental Education 84 (4), 686-701, 2016 | 350 | 2016 |
| Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles J Reeve, HR Jang, H Jang Learning and Individual Differences 62, 12-22, 2018 | 120 | 2018 |
| How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power J Reeve, SH Cheon, H Jang Contemporary Educational Psychology 62, 101899, 2020 | 104 | 2020 |
| Agentic engagement J Reeve, H Jang Handbook of research on student engagement, 95-107, 2022 | 14 | 2022 |
| Extending self-determination theory’s dual-process model to a new tripartite model to explain diminished functioning J Reeve, HR Jang, SH Cheon, JD Moss, HR Ko, H Jang Motivation and Emotion 47 (5), 691-710, 2023 | 10 | 2023 |
| Teaching around the Globe: A Roundtable Discussion of What Teachers in Different Nations Can Learn from Each Other J Reeve, I Ahmad, JS Ahn, KJ Bartholomew, TKF Chiu, TL Dias, J English, ... | | 2018 |
Johnmarshall ReeveInstitute of Positive Psychology and Education, Australian Catholic UniversityDirección de correo verificada de acu.edu.au
