Dr Johnmarshall Reeve

Dr Johnmarshall Reeve

Professor
Motivation and Behaviour

Areas of expertise: autonomy-supportive teaching; teachers’ motivating styles; students’ agentic engagement; neuroscience of intrinsic motivation

ORCID ID: 0000-0002-6827-293X

Phone: +61 2 9729 2172

Email: Johnmarshall.Reeve@acu.edu.au

Location: ACU North Sydney Campus

Dr. Johnmarshall Reeve is a Professor in the Institute for Positive Psychology and Education at the Australian Catholic University (since February 2019). Before ACU, Reeve was a professor in both South Korea (Korea University) and the United States (University of Iowa, University of Wisconsin-Milwaukee). He received his PhD from Texas Christian University (1986) and completed postdoctoral work at the University of Rochester (1990-1992).

Professor Reeve’s research interests center on the empirical study of all aspects of human motivation and emotion with an emphasis on teachers’ motivating styles, students’ agentic engagement, and the neuroscience of intrinsic motivation. He has visited 14 countries to deliver a teacher-focused workshop on developing a more autonomy-supportive motivating style. For this work, he received (a) the Thomas N. Urban Research Award from the FINE Foundation, (b) the Research Excellence Award from Korea University (2016, 2017), and (c) the 2014 Excellence in Research Award from the NASPSP. He has published extensively with collaborator Sung Hyeon Cheon on a 10-year program of research using randomized control trials to test the effectiveness of an autonomy-supportive teaching intervention. Prof. Reeve’s research also focuses on students’ motivation and engagement—and on students’ agentic engagement in particular. He has published extensively with collaborator Woogul Lee on the neuroscience of intrinsic motivation. Almost all of Prof. Reeve’s research uses self-determination theory as its theoretical foundation.

He has published 81 articles in peer-reviewed journals, such as the Journal of Educational Psychology, authored 29 book chapters and 4 books, including Supporting students’ motivation and Understanding Motivation and Emotion, 7th ed., and edited 3 books. Prof. Reeve served as Editor-in-Chief of the journal Motivation and Emotion (2011-2017).

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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.

 

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