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Psychology

D-Index
78
Citations
47142
World Ranking
1541
National Ranking
70

Overview

Johnmarshall Reeve is affiliated with the Australian Catholic University in Australia. Their research primarily spans the fields of Psychology and Social Sciences, with a notable focus on subfields such as Social Psychology, Experimental and Cognitive Psychology, Education, Safety Research, and Developmental and Educational Psychology.

The scientist's research work encompasses several main topics, including:

  • Motivation and Self-Concept in Sports
  • Education, Achievement, and Giftedness
  • Early Childhood Education and Development
  • Youth Development and Social Support
  • Psychological Well-being and Life Satisfaction
  • Grit, Self-Efficacy, and Motivation
  • Behavioral Health and Interventions

Johnmarshall Reeve has contributed to a range of frequent publication venues, which include:

  • Teaching and Teacher Education
  • Motivation and Emotion
  • Journal of Educational Psychology
  • Learning and Instruction
  • Journal of Sport and Exercise Psychology

Their recent papers include:

  • "Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice," published in 2021 in Educational Psychologist
  • "How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power," published in 2020 in Contemporary Educational Psychology

Frequent co-authors associated with Johnmarshall Reeve's research output are:

  • Sung Hyeon Cheon
  • Hye-Ryen Jang
  • Mimi Bong
  • Sung-il Kim
  • Herbert W. Marsh

Best Publications

  • Understanding motivation and emotion

    Johnmarshall Reeve

  • Enhancing students' engagement by increasing teachers' autonomy support

    Johnmarshall Reeve;Hyungshim Jang;Dan Carrell;Soohyun Jeon

  • What teachers say and do to support students' autonomy during a learning activity.

    Johnmarshall Reeve;Hyungshim Jang

  • Motivación y emoción

    Johnmarshall Reeve

  • Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.

    Hyungshim Jang;Johnmarshall Reeve;Edward L. Deci

  • Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive

    Johnmarshall Reeve

  • A Self-determination Theory Perspective on Student Engagement

    Johnmarshall Reeve

  • Agency as a fourth aspect of students’ engagement during learning activities

    Johnmarshall Reeve;Ching-Mei Tseng

  • Self-determination theory applied to educational settings.

    Johnmarshall Reeve

  • Teachers as Facilitators: What Autonomy‐Supportive Teachers Do and Why Their Students Benefit

    Johnmarshall Reeve

  • How students create motivationally supportive learning environments for themselves: The concept of agentic engagement.

    Johnmarshall Reeve

  • Autonomy-Supportive Teachers: How They Teach and Motivate Students

    Johnmarshall Reeve;Elizabeth Bolt;Yi Cai

  • A Meta-analysis of the Effectiveness of Intervention Programs Designed to Support Autonomy

    Yu-Lan Su;Johnmarshall Reeve

  • A motivational model of rural students' intentions to persist in, versus drop out of, high school

    Patricia L. Hardre;Johnmarshall Reeve

  • Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?

    Hyungshim Jang;Johnmarshall Reeve;Richard Michael Ryan;Ahyoung Kim

  • The Influence of Positive Affect on Intrinsic and Extrinsic Motivation: Facilitating Enjoyment of Play, Responsible Work Behavior, and Self-Control

    Alice M. Isen;Johnmarshall Reeve

  • Elements of the Competitive Situation that Affect Intrinsic Motivation

    Johnmarshall Reeve;Edward L. Deci

  • Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice.

    Johnmarshall Reeve;Glen Nix;Diane Hamm

  • Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model

    Hyungshim Jang;Eun Joo Kim;Johnmarshall Reeve

  • Longitudinal Test of Self-Determination Theory's Motivation Mediation Model in a Naturally Occurring Classroom Context

    Hyungshim Jang;Eun Joo Kim;Johnmarshall Reeve

Frequent Co-Authors

Nikos Ntoumanis
Nikos Ntoumanis University of Southern Denmark
Maarten Vansteenkiste
Maarten Vansteenkiste Ghent University
Richard M. Ryan
Richard M. Ryan Australian Catholic University
Martin S. Hagger
Martin S. Hagger University of California, Merced
Edward L. Deci
Edward L. Deci University of Rochester
Daniel F. Gucciardi
Daniel F. Gucciardi Curtin University
Philippe Sarrazin
Philippe Sarrazin Grenoble Alpes University
Nathalie Aelterman
Nathalie Aelterman Ghent University
Avi Assor
Avi Assor Ben-Gurion University of the Negev

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