Reeve, J. (2023, forthcoming). Cognitive evaluation theory: The seedling that keeps self-determination theory growing. In R. M. Ryan (Ed.), Oxford handbook of self-determination theory. New York, NY: Oxford University Press.
Ryan, R. M., Reeve, J., Cheon, S. H., Kaplan, H., & Matos, L. (2023, forthcoming). Education as flourishing: self-determination theory in schools as they are, and as they might be. In R. M. Ryan (Ed.), Oxford handbook of self-determination theory. New York, NY: Oxford University Press.
Reeve, J., & Jang, H. (2023, forthcoming). Agentic engagement. In A. L. Reschly & S. L. Christenson (Eds.), Handbook of research on student engagement. New York: Springer. doi:10.1007/978-3-031-07853-8_5
Reeve, J., Ahmad, I., Ahn, J. S., Bartholomew, K. J., Chiu, T. K. F., Dias, T. L., English, J., Evans, P., Gargurevich, R., Matos, L., Haerens, L., Jang, H., Kaplan, H., Liu, W. C., Wang, C. K. J., Tristan, J., Lopez-Walle, J. M., Michou, A., Moss, J. D., Mynard, J., Olaussen, B. S., Rauhala, T., Veiga, F., & Vincetine, E. C. C. (2023, forthcoming). Teaching around the globe: A roundtable discussion of what teachers in different nations can learn from each other. In A. M. O’Donnell, N. C. Barnes, & J. Reeve, J. (Eds.). The Oxford handbook of educational psychology. New York, NY: Oxford University Press.
Reeve, J. (2022). A brief but comprehensive overview of self-determination theory. In J. Mynard & S. Shelton-Strong (Eds.), Autonomy support beyond the Language learning classroom: A self-determination theory analysis (Chpt 2, pp. 13-30). Bristol, UK: Multilingual Matters. doi: 10.21832/9781788929059-004
Reeve, J. (2022). What it means to ‘take ownership of one’s own learning’ in a self-determination theory analysis. In J. Mynard & S. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory analysis (Chpt 3, pp. 31-45). Bristol, UK: Multilingual Matters. doi: 10.21832/9781788929059-005
Ryan, R. M., & Reeve, J. (2022). Intrinsic motivation, psychological needs, and competition: A self-determination theory analysis. In S. M. Garcia, A. Tor, & A. J. Elliot (Eds.), Oxford handbook of competition. New York: Oxford University Press. doi: 10.1093/oxfordhb/9780190060800.013.10.
Reeve, J., & Cheon, S. H. (2021). Sociocultural influences on teachers’ reactions to an intervention to help them become more autonomy supportive. In G. A. D. Liem & D. M. McInerney (Eds.) Promoting motivation and learning in contexts: Sociocultural perspectives on educational interventions (pp. 13-36). Greenwich, CT: Information Age Publishing.
Reeve, J., & Cheon, S. H. (2020). Autonomy supportive interventions. In M. S. Hagger, L. D., Cameron, K. Hamilton, N. Hankonen, & T. Lintunen (Eds.), Handbook of behavior change (Chpt. 35, pp. 510-522). New York: Cambridge University Press. doi: 10.1017/97811086773180.035
Reeve, J., Cheon, S. H., & Jang, H.-R. (2019). Teacher-focused interventions to enhance students’ classroom engagement. In J. Fredricks, S. Christenson, & A. L. Reschly (Eds.), Handbook of student engagement interventions: Working with disengaged youth (Chpt. 7, pp. 87-102). New Jersey: Elsevier. doi: 10.1016/B978-0-12-813413-9.00007-3
Reeve, J., & Lee, W. (2019). Motivational neuroscience. In R. M. Ryan (Ed.). The Oxford handbook of motivation (2nd ed.). New York: Oxford University Press. doi: 10.1093/oxfordhb/9780190666453.013.20
Reeve, J., Ryan, R. M., & Deci, E. L. (2018). Sociocultural influences on student motivation as viewed through the lens of self-determination theory. In D. M. McInerney & G. A. D. Liem (Eds.) Big theories revisited 2: Research on sociocultural influences on motivation and learning (pp. 15-40). Greenwich, CT: Information Age Publishing.
Ntoumanis, N., Quested, E., Reeve, J., & Cheon, S. H. (2018). Need-supportive communication: Implications for motivation in sport, exercise, and physical activity. In B. Jackson, J. A. Dimmock, & J. Compton (Eds.), Persuasion and communication in sport, exercise, and physical activity (Chpt. 10, pp. 155-169). Abingdon, UK: Routledge.
Kim, S.-I., Reeve, J., & Bong, M. (2017). Introduction to motivational neuroscience. In S.-I. Kim, J. Reeve, & M. Bong (Eds.). Recent developments in neuroscience: Research on human motivation. In S. A. Karabenick & T. C. Urdan (Series Eds.), Advances in Motivation and Achievement (Vol. 19). Bingley, UK: Emerald Group.
Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it. In J. C. K. Wang, W. C. Liu, and R. M. Ryan’s (Eds.), Building autonomous learners: Perspectives from research and practice using self-determination theory (Chpt 5, pp. 129-152). New York: Springer.
Reeve, J., & Lee, W. (2016). Neuroscientific contributions to motivation in education. In K. R. Wentzel & D. Miele (Eds.), Handbook of motivation at school (2nd ed., pp. 424-439). New York: Routledge.
Reeve, J., Lee, W., & Won, S. (2015). Interest as emotion, as affect, and as schema. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 79-92). Washington DC: American Educational Research Association.
Reeve, J., & Cheon, H. S. (2014). An intervention-based program of research on teachers’ motivating styles. In S. Karabenick & T. Urdan’s (Eds.) Advances in motivation and achievement: Motivational interventions (Vol. 18, pp. 293-339). Bingley, United Kingdom: Emerald Group Publishing.
Reeve, J., & Su, Y.-L. (2014). Teacher motivation. In M. Gagne’ (Ed.), The Oxford handbook of workplace motivation (Chpt. 21, pp. 349-362). New York: Oxford University Press.
Reeve, J. (2014). Rewards. In E. T. Emmer & E. J. Sabornie’s (Eds.), Handbook of classroom management (2nd ed.; pp. 496-515). Philadelphia, PA: Taylor & Francis.
Veiga, F. H., Reeve, J., Wentzel, K., & Robu, V. (2014). Assessing students’ engagement: A review of instruments with psychometric qualities. In F. H. Veiga’s (Ed.), First International Congress of Student Engagement at School: Perspectives from psychology and education (pp. 38-57). Lisbon, Portugal: Instituto de Educação da Universidade de Lisboa.
Reeve, J. (2012). A self-determination theory perspective on student engagement. In S. L. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (Chpt. 7, pp. 149-172). New York: Springer.
Reeve, J., & Lee, W. (2012). Neuroscience and human motivation. In R. M. Ryan (Ed.), The Oxford handbook of motivation (Chpt. 21, pp. 365-380). New York: Oxford University Press.
Renwick, J. M., & Reeve, J. (2012). Supporting motivation in music education. In G. McPherson & G. Welsh’s (Eds.), The Oxford handbook of music education (Chpt. 8, pp. 143-162). New York: Oxford University Press.
Reeve, J. (2011). Teaching in ways that support students’ autonomy. In D. Mashek & E. Hammer (Eds.), Enhancing teaching and learning (Chpt. 5, pp. 90-103). Hoboken, NJ: Wiley-Blackwell.
Reeve, J., & Assor, A. (2011). Do social institutions necessarily suppress personal autonomy? The possibility of schools as autonomy promoting contexts across the world. In V. Chirkov, R. M. Ryan, & K. Sheldon (Eds.), Personal autonomy in cultural contexts: Global perspectives on the psychology of agency, freedom, and people’s well-being (Chpt. 6, pp. 111-132). New York: Springer.
Reeve, J. (2011). Blending motivation, emotion, affect, and cognition. In S. Masmoudi & A. Naceur (Eds.), Cognition, emotion, and motivation. (pp. 361-362). Brussels, Belgium: De Boeck.
Reeve, J. (2010). How do I motivate others? The concept of motivating style. In J. M. D. Gomez & E. G. Armas (Ed.), Motivacion y emocion: Investigaciones actuales (pp. 15-28). Universidad de la Laguna: Servicio de Publicaciones.
Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2008). 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. (Chpt. 9, pp. 223-244). Mahwah, NJ: Lawrence Erlbaum.
Reeve, J. (2006). Extrinsic rewards and inner motivations. In C. Weinstein & T. L. Good (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (Chpt. 24, pp. 645-664). Hillsdale, NJ: Lawrence Erlbaum.
Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework for understanding the socio-cultural influences on student motivation. In D. 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.
Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan’s (Eds.), Handbook of self-determination research (pp. 183-202). Rochester, NY: Rochester University Press.
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