Our people

Professor Johnmarshall Reeve

Motivation and Behaviour

Select publications

Autonomy-Supportive Teaching

• Reeve, J., & Cheon, S. H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56(1), 54-77.
• Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2020, in press). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education. Article 103004.
• 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, 497-521.
• 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.
• 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 EducationalPsychology, 111, 685-702.
• 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., 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.
• 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.

Students’ Agentic Engagement

• 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.
• 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.
• Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579-595.
• Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36, 257-267.

Neuroscience of Intrinsic Motivation

• Reeve, J., & Lee, W. (2019). A neuroscience perspective on the self-determination theory framework. Journal of Personality, 87(1), 102-114.
• 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.
• 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.
• Lee, W., & Reeve, J. (2017). Identifying the neural substrates of intrinsic motivation during task performance. Cognitive, Affective, and Behavioral Neuroscience, 17, 939-953.

Projects

• Working with K-12 Teachers: Developing, implementing, and validating a teacher-focused autonomy-supportive teaching intervention.
• Working with K-12 Teachers: Teachers’ intrinsic instructional goals.
• Working with Mothers of Infant Children At-Risk of Severe Oral Health Problems: Effectiveness of a psychoeducational intervention for ECC prevention.
• Working with Classrooms: A bully-reduction program.
• Working with Students: Understanding how student engagement explains students’ academic progress: A focus on agentic engagement.
• Neuroscience of intrinsic motivation and psychological need satisfaction.