Johnmarshall Reeve

TL;DR: In this article, teachers in an experimental group and teachers in a delayed-treatment control group received information and guidance consistent with self-determination theory on how to support students' autonomy.

TL;DR: In this paper, the authors used Deci, Spiegel, Ryan, Koestner, & Kauffman's (1982) teacher-student laboratory paradigm to randomly assign 72 pairs of same-sex preservice teachers into the role of either teacher or student.

TL;DR: The authors investigated the relationship between autonomy support and structure and found that autonomy support was a unique predictor of students' self-reported engagement in high school classrooms, while structure was positively correlated with students' engagement.

TL;DR: In this paper, the authors argue that although students educationally and developmentally benefit when teachers support their autonomy, teachers are often controlling during instruction, and propose a remedy to the paradox by articulating how teachers can become more autonomy supportive.

TL;DR: In this paper, a review of recent classroom-based, longitudinally designed research reveals three new and important functions of student engagement, namely, that student engagement fully mediates and explains the motivation-to-achievement relation, that changes in engagement produce changes in the learning environment, and that change in engagement produces changes in motivation, as students' behavioral, emotional, cognitive, and agentic engagements represent actions taken not only to learn but also to meet psychological needs.