Journal Articles (by Year of Publication)

Click on the Name of the Journal to access the article.


Cheon, S. H., Reeve, J., Marsh, H., & Jang, H.-R. (2023). Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders. American Psychologist.


Cheon, S. H., Reeve, J., & Marsh, H. (2023). Autonomy-supportive teaching enhances prosocial and reduces antisocial behavior via classroom climate and psychological needs: A multilevel randomized control intervention. Journal of Sport and Exercise Psychology, 45(1), 26-40.

Marsh, H. W., Reeve, J., Guo, J., Pekrun, R., Parada, R. H., Parker, P. D., Basarkod, G., Craven, R., Jang, H.-R., Dicke, T., Ciarrochi, J., Sahdra, B., Devine, E. K., & Cheon, S. H. (in press). Overcoming limitations in peer-victimization research that impede successful intervention: Challenges and new directions. Perspectives in Psychological Science. doi: 10.1177/17456916221112919

Cheon, S. H., Reeve, J., & Marsh, H. (2022). Intervention-enabled autonomy-supportive teaching improves the PE classroom climate to reduce antisocial behavior: A cluster randomized control trial. Psychology of Sport and Exercise, 60, Article 102174. doi:10.1016/j.psychsport.2022.102174

Reeve, J., Jang, H.-R., Ahn, S., Shin, S., Matos, L., & Gargurevich, R. (2022). When students show some initiative: Two experiments on the benefits of greater agentic engagement. Learning and Instruction, Advance online, article 101564. doi: 10.1016/j.learninstruc.2021.101564.


Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54-77.

Jang, H.-R., & Reeve, J. (2021). Intrinsic instructional goal adoption increases autonomy-supportive teaching: A randomized control trial and intervention. Learning and Instruction, 73, Article 101415. doi:10.1016/j.learninstruc.2020.101415

Michou, A., Altan, S., Mouratidis, A., Reeve, J., & Malmberg, L. E. (2021). Week-to-week interplay between teachers’ motivating style and students’ engagement. The Journal of Experimental Education, 89(1), 1-20. doi:10.1080/00220973.2021.1897774

Ahn, J. S., & Reeve, J. (2021). Developmental pathways of pre-adolescents’ intrinsic and extrinsic values: The role of need satisfaction. European Journal of Personality, 35(2), 151-167. doi: 10.1002/per.2274.


Reeve, J., Cheon, S. H., & Jang, H. (2020). How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power. Contemporary Educational Psychology, 62, Article 101899. doi:10.1016/j.cedpsych.2020.101899

Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90(4), Article 103004. doi:10.1016/j.tate.2019.103004.

Lee, W., & Reeve, J. (2020). Remembering pleasure and personal meaning from episodes of intrinsic motivation: an fMRI study. Motivation and Emotion, 44(6), 810-818. doi: 10.1007/s11031-020-09855-1.

Lee, W., & Reeve, J. (2020). Brain gray matter correlates of general psychological need satisfaction: A voxel-based morphometry study. Motivation and Emotion, 44(1), 151-158. doi: 10.1007/s11031-019-09799-1.

Reeve, J., & Shin, S. H. (2020). How teachers can support students’ agentic engagement. Theory into Practice, 59(2), 150-161. doi:10.1080/00405841.2019.1702451

Reeve, J., Cheon, S. H., & Yu, T. H. (2020). An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement. International Journal of Behavioral Development, 44(4), 325-338.doi:10.1177/0165025420911103

Teixeira, P. J., Marques, M. M., Silva, M. N., Brunet, J., Duda, J., Haerens, L., La  Guardia, J., Lindwall, M., Londsdale, C., Markland, D., Michie, S., Moller, A. C., Ntoumanis, N., Patrick, H., Reeve, J., Ryan, R. M., Sebire, S., Standage, M., Vansteenkinste, M., Weinstein, N., Weman-Josefsson, K., Williams, G. C., & Hagger, M. S. (2020). Classification of techniques used in self-determination theory-based interventions in health contexts: An expert consensus study. Motivation Science, 6(4), 438-455. doi: 10.1037/mot0000172.

Bhavsar, N., Bartholomew, K. J., Quested, E., Gucciardi, D. F., Thøgersen-Ntoumani, C., Reeve, J., Sarrazin, P., Ntoumanis, N. (2020, in press). Measuring psychological need states in sport: Theoretical considerations and a new measure. Psychology of Sport & Exercise, Article 101617. doi: 10.1016/j.psychsport.2019.101617.

Liu, W. C., Wang, C. K. J., Reeve, J., Kee, Y. H., & Chian, L. K. (2020). What determines teachers’ use of motivational strategies in the classroom? A self-determination theory perspective. Journal of Education, 200(3), 185-195. doi: 10.1077/0022057419881171.


Aelterman, N., Vansteenkiste, M., Haerens, L., Soenens, B., Fontaine, J., & Reeve, J. (2019). Toward an integrative and fine-grained insight into motivating and demotivating teaching styles: The merits of a circumplex approach. Journal of Educational Psychology, 111(3), 497-521. doi: 10.1037/edu0000293.

Cheon, S. H., Reeve, J., & Ntoumanis, N. (2019). An intervention to help teachers establish a prosocial peer climate in physical education. Learning and Instruction, 64. doi:10.1016/j.learninstruc.2019.101223.

Cheon, S. H., Reeve, J., & Song, Y.-G. (2019). Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students’ psychological needs.Psychology of Sport and Exercise, 41, 107-118. doi:10.1016/j.psychsport.2018.12.008

Cheon, S. H., Reeve, J., Lee, Y., Ntoumanis, N., Gillet, N., Kim, B. R., & Song, Y.-G. (2019). Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study. Journal of Educational Psychology, 111, 685-702. doi: 10.1037/edu0000306.

Reeve, J., & Lee, W. (2019). A neuroscience perspective on the self-determination theory framework. Journal of Personality, 87(1), 102-114. doi: 10.1111/jopy.12390.

Bhavsar, N., Ntoumanis, N., Quested, E., Gucciardi, D., Thogersen-Ntoumani, C., Ryan, R. M., Reeve, J., Sarrazin, P., & Bartholomew, K. (2019). Conceptualizing and testing a new triparte measure of coach interpersonal behaviors. Psychology of Sport and Exercise, 44, 107-120. doi: 10.1016/j.psychsport.2019.05.006.

Jang, H.-R., Reeve, J., Cheon, S. H., & Song, Y.-G. (2019). Dual processes to explain longitudinal gains in physical education students’ prosocial and antisocial behavior: Need satisfaction from autonomy support and need frustration from interpersonal control. Sport, Exercise, and Performance Psychology, 9(3), 471-487. doi:10.1037/spy0000168


Matos, L., Reeve, J., Herrera, D., & Claux, M. (2018). Students’ agentic engagement predicts longitudinal increases in perceived autonomy-supportive teaching: The squeaky wheel gets the grease. Journal of Experimental Education, 86(4), 592-609. doi:10.1080/00220973.2018.1448746

Cheon, S. H., Reeve, J., & Ntoumanis, N. (2018). A needs-supportive intervention to help PE teachers enhance students’ prosocial behavior and diminish antisocial behavior. Psychology of Sport and Exercise, 35, 74-88. doi: 10.1016/j.psychsport.2017.11.010

Cheon, S. H., Reeve, J., Lee, Y., & Lee, J.-W. (2018). Why autonomy-supportive interventions work: Explaining the professional development of teachers’ motivating styles.Teaching and Teacher Education, 69, 43-51. doi: 10.1016/j.tate.2017.09.002.

Reeve, J., Jang, H.-R., & Jang, H. (2018). Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles. Learning and Individual Differences, 62, 12-22. doi:10.1016/j.lindif.2018.01.001

Vansteenkiste, M., Aelterman, N., De Muynck, G.-J., Haerens, L., Patall, E., & Reeve, J. (2018). Fostering personal meaning and self-relevance: A self-determination theory perspective on internalization. Journal of Experimental Education, 86, 30-49. doi: 10.1080/00220973.2017.1381067.


Lee, W., & Reeve, J. (2017). Identifying the neural substrates of intrinsic motivation during task performance. Cognitive, Affective, and Behavioral Neuroscience, 17, 939-953. doi: 10.3758/s13415-017-0524-x.

Gillet, N., Morin, A. J. S., & Reeve, J. (2017). Stability, change, and implications of students’ motivation profiles: A latent transition analysis. Contemporary Educational Psychology, 51, 222-239. doi: 10.1016/j.cedpsych.2017.08.006.


Reeve, J., & Cheon, S. H. (2016). Teachers become more autonomy supportive after they believe it is easy to do. Psychology of Sport and Exercise, 22, 178-189. doi:10.1016/j.psychsport.2015.08.001

Jang, H., Kim, E.-J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model.Learning and Instruction, 43, 27-38. doi:10.1016/j.learninstruc.2016.01.002

Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways.Journal of Experimental Education, 84(4), 686-701. doi:10.1080/00220973.2015.1083522

Hagger, M. S., Sultan, S., Hardcastle, S. J., Reeve, J., Patall, E. A., Fraser, B., Hamilton, K., & Chatzisarantis, N. L. D. (2016). Applying the integrated trans-contextual model to mathematics activities in the classroom and homework behavior and attainment. Learning and Individual Differences, 45, 166-175. doi: 10.1016/j.lindif.2015.11.017.

Cheon, S. H., Reeve, J., & Song, Y.-G. (2016). A teacher-focused intervention to decrease PE students’ amotivation by increasing need satisfaction and decreasing need frustration.  Journal of Sport and Exercise Psychology, 38, 217-235. doi: 10.1123/jsep.2015-0236

Reeve, J. (2016). A grand theory of motivation: Why not? Motivation and Emotion, 40, 31-35.doi:10.1007/s11031-015-9538-2


Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students’ amotivation. Contemporary Educational Psychology, 40, 99-111.

Cheon, S. H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a high-stakes sport context: A field-based experiment during the 2012 London Paralympic Games. Psychology of Sport and Exercise, 19, 59-69. doi: 10.1016/j.psychsport.2015.02.007.

Reeve, J. (2015). Giving and summoning autonomy support in hierarchical relationships. Social and Personality Psychology Compass, 9(8), 406-418.

Veiga, F. H., Garcia, F., Reeve, J., Wentzel, K., & Garcia, O. (2015).  When adolescents with high self-concept lose their engagement in school [Cuando se pierde la motivación escolar de los adolescents con mejor autoconcepto].  Revista de Psicondidactica, 20(2), 305-320. doi: 10.1387/RevPsicodidact.12671


Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H.-R. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology, 36, 331-346. doi:10.1123/jsep.2013-0231.

Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106, 527-540. doi: 10.1037/a0034934.

Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S., & Wang, C. K. J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38, 93-110. doi: 10.1007/s11031-013-9367-0.


Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579-595. doi:10.1037/a0032690.

Lee, W., & Reeve, J. (2013). Self-determined, but not non-self-determined, motivation predicts activations in the anterior insular cortex: an fMRI study of personal agency. Social, Cognitive, and Affective Neuroscience, 8, 538-545. doi: 10.1093/scan/nss029.

Cheon, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher training programs endure? A one-year follow-up investigation. Psychology of Sport and Exercise, 14, 508-518. doi: 10.1016/j.psychsport.2013.02.002.

Weber-Gasparoni, K., Reeve, J., Ghosheh, N., Warren, J. J., Drake, D. R., Kramer, K. W. O., & Dawson, D. V. (2013). An effective psychoeducational intervention for ECC prevention—Part 1.  Pediatric Dentistry, 35(3), 241-246. PMCID: PMC4857723

Weber-Gasparoni, K., Warren, J. J., Reeve, J., Drake, D. R., Kramer, K. W. O., & Dawson, D. V. (2013). An effective psychoeducational intervention for ECC prevention—Part 2. Pediatric Dentistry, 35(3), 247-251. PMID: 23756309


Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally-occurring classroom context. Journal of Educational Psychology, 104, 1175-1188. doi: 10.1037/a0028089.

Lee, W., & Reeve, J. (2012). Teacher’s estimates of their students’ motivation and engagement: Being in synch with students. Educational Psychology, 32, 727-747. doi: 10.1080/01443410.2012.732385.

Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed, teacher-focused intervention to help physical education teachers be more autonomy supportive toward their students. Journal of Sport and Exercise Psychology, 34, 365-396. doi: 10.1123/jsep.34.3.365.

Lee, W., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: an fMRI study. Neuroscience Research, 73, 68-72. doi: 10.1016/j.neures.2012.02.010.

Weber-Gasparoni, K., Goebel, B. M., Drake, D. R., Kramer, K. W. O., Warren, J. J., Reeve, J., & Dawson, D. V. (2012). Factors associated with mutans streptococci among young WIC-enrolled children. Journal of Public Health Dentistry, 72, 269-278/ doi:10.1111/j.1752-7325.2012.00335.x


Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267.  doi:10.1016/j.cedpsych.2011.05.002

Reeve, J., & Tseng, C.-M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35, 63-74. doi: 10.1007/s11031-011-9204-2.

Su, Y., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy. Educational Psychology Review, 23, 159-188. doi: 10.1007/s10648-010-9142-7.


Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure, but autonomy support and structure.  Journal of Educational Psychology, 102, 588-600. doi:10.1037/a0019682


Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159-178. doi:10.1080/00461520903028990

Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented South Korean adolescents? Journal of Educational Psychology, 101, 644-661.

Hardre, P. L., & Reeve, J. (2009). Training corporate managers to adopt a more autonomy- supportive motivating style toward employees: An intervention study. International Journal of Training Development, 13, 165-184.

Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7, 145-154. doi:10.1177/1477878509104319


Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during learning activities. Journal of Educational Psychology, 98,

Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do during instruction and why their students benefit. Elementary School Journal, 106, 225-236.


Isen, A. M., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29(4), 297-325. doi:10.1007/s11031-006-9019-8


Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing high school students’ engagement by increasing their teachers’ autonomy support. Motivation and Emotion, 28, 147-169. doi:10.1023/B:MOEM.0000032312.95499.6f


Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95(2), 375-392.

Hardre, P., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in versus drop out of high school. Journal of Educational Psychology, 95(2), 347-356. doi:10.1037/0022-0663.95.2.347


Reeve, J., Jang, H., Hardre, P., & Omura, M.  (2002). Providing a rationale in an autonomy-supportive way as a motivational strategy to motivate others during an uninteresting activity.  Motivation and Emotion, 26, 183-207. doi:10.1023/A:1021711629417

Cai, Y., Reeve, J., & Robinson, D. T. (2002). Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers.Journal of Educational Psychology, 94, 372-380. doi:10.1037/0022-0663.94.2.372


Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537-548. doi:10.1037/0022-0663.91.3.537.


Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable?Contemporary Educational Psychology, 23, 312-330. doi:10.1006/ceps.1997.0975


Reeve, J., & Nix, G. (1997). Expressing intrinsic motivation through acts of exploration and facial displays of interest. Motivation and Emotion, 21, 237-250. doi:10.1023/A:1024470213500


Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.


Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement, 54, 506-515. doi:10.1177/0013164494054002025

Williams, G. C., Wiener, M. W., Markakis, K. M., Reeve, J., & Deci, E. L. (1994). Medical students’ motivation for internal medicine. Journal of General Internal Medicine, 9, 327-333. doi:10.1007/BF02599180


Reeve, J. (1993). The face of interest. Motivation and Emotion, 17, 353-375. doi:10.1007/BF00992325


Reeve, J. (1989). The interest-enjoyment distinction in intrinsic motivation. Motivation and Emotion, 13, 83-103. doi:10.1007/BF00992956

Reeve, J. (1989). Intrinsic motivation and the acquisition and maintenance of four experiential states. Journal of Social Psychology, 129, 841-854. doi:10.1080/00224545.1989.9712093


Reeve, J., & Cole, S. G. (1987). Theory development in intrinsic motivation research:
The excitement continues. Journal of Social Behavior and Personality, 2, 279-290.

Reeve, J., & Cole, S. G. (1987). Integration of affect and cognition in intrinsic motivation. Journal of Psychology, 121, 441-449. doi:10.1080/00223980.1987.9915498

Reeve, J., Olson, B. C., & Cole, S. G. (1987). Intrinsic motivation in competition:
The intervening role of four individual differences following objective competence information. Journal of Research in Personality, 21, 148-170. doi:10.1016/0092-6566(87)90004-3

Reeve, J., & Robinson, D. T. (1987). Towards a reconceptualization of intrinsic motivation: Correlates and factor structure of the Activity-Feeling Scale. Journal of Social Behavior and Personality, 2, 23-36.


Reeve, J., Cole, S. G., & Olson, B. C. (1986). The Zeigarnik effect and intrinsic motivation: Are they the same? Motivation and Emotion, 10, 231-243. doi:10.1007/BF00992318

Reeve, J., Cole, S. G., & Olson, B. C. (1986). Adding excitement to intrinsic motivation research. Journal of Social Behavior and Personality, 1, 349-363.


Reeve, J., Olson, B. C., & Cole, S. G. (1985). Motivation and performance: Two consequences of winning and losing in competition. Motivation and Emotion, 9, 291-298. doi:10.1007/BF00991833

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