OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!
If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.
Requested Article:
Autonomy-Supportive Teaching: What It Is, How to Do It
Johnmarshall Reeve
Springer eBooks (2015), pp. 129-152
Closed Access | Times Cited: 302
Johnmarshall Reeve
Springer eBooks (2015), pp. 129-152
Closed Access | Times Cited: 302
Showing 1-25 of 302 citing articles:
Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach.
Nathalie Aelterman, Maarten Vansteenkiste, Leen Haerens, et al.
Journal of Educational Psychology (2018) Vol. 111, Iss. 3, pp. 497-521
Closed Access | Times Cited: 457
Nathalie Aelterman, Maarten Vansteenkiste, Leen Haerens, et al.
Journal of Educational Psychology (2018) Vol. 111, Iss. 3, pp. 497-521
Closed Access | Times Cited: 457
Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice
Johnmarshall Reeve, Sung Hyeon Cheon
Educational Psychologist (2021) Vol. 56, Iss. 1, pp. 54-77
Closed Access | Times Cited: 423
Johnmarshall Reeve, Sung Hyeon Cheon
Educational Psychologist (2021) Vol. 56, Iss. 1, pp. 54-77
Closed Access | Times Cited: 423
When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students
Sung Hyeon Cheon, Johnmarshall Reeve, Maarten Vansteenkiste
Teaching and Teacher Education (2020) Vol. 90, pp. 103004-103004
Closed Access | Times Cited: 346
Sung Hyeon Cheon, Johnmarshall Reeve, Maarten Vansteenkiste
Teaching and Teacher Education (2020) Vol. 90, pp. 103004-103004
Closed Access | Times Cited: 346
The Handbook of Behavior Change
Cambridge University Press eBooks (2020)
Closed Access | Times Cited: 340
Cambridge University Press eBooks (2020)
Closed Access | Times Cited: 340
Expanding autonomy psychological need states from two (satisfaction, frustration) to three (dissatisfaction): A classroom-based intervention study.
Sung Hyeon Cheon, Johnmarshall Reeve, Youngsun Lee, et al.
Journal of Educational Psychology (2018) Vol. 111, Iss. 4, pp. 685-702
Open Access | Times Cited: 238
Sung Hyeon Cheon, Johnmarshall Reeve, Youngsun Lee, et al.
Journal of Educational Psychology (2018) Vol. 111, Iss. 4, pp. 685-702
Open Access | Times Cited: 238
A Meta-Analysis of Negative Feedback on Intrinsic Motivation
Carlton J. Fong, Erika A. Patall, Ariana C. Vasquez, et al.
Educational Psychology Review (2018) Vol. 31, Iss. 1, pp. 121-162
Closed Access | Times Cited: 230
Carlton J. Fong, Erika A. Patall, Ariana C. Vasquez, et al.
Educational Psychology Review (2018) Vol. 31, Iss. 1, pp. 121-162
Closed Access | Times Cited: 230
Fostering Personal Meaning and Self-relevance: A Self-Determination Theory Perspective on Internalization
Maarten Vansteenkiste, Nathalie Aelterman, Gert‐Jan De Muynck, et al.
The Journal of Experimental Education (2017) Vol. 86, Iss. 1, pp. 30-49
Closed Access | Times Cited: 217
Maarten Vansteenkiste, Nathalie Aelterman, Gert‐Jan De Muynck, et al.
The Journal of Experimental Education (2017) Vol. 86, Iss. 1, pp. 30-49
Closed Access | Times Cited: 217
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach
Branko Vermote, Nathalie Aelterman, Wim Beyers, et al.
Motivation and Emotion (2020) Vol. 44, Iss. 2, pp. 270-294
Closed Access | Times Cited: 208
Branko Vermote, Nathalie Aelterman, Wim Beyers, et al.
Motivation and Emotion (2020) Vol. 44, Iss. 2, pp. 270-294
Closed Access | Times Cited: 208
A needs-supportive intervention to help PE teachers enhance students' prosocial behavior and diminish antisocial behavior
Sung Hyeon Cheon, Johnmarshall Reeve, Nikos Ntoumanis
Psychology of sport and exercise (2017) Vol. 35, pp. 74-88
Open Access | Times Cited: 197
Sung Hyeon Cheon, Johnmarshall Reeve, Nikos Ntoumanis
Psychology of sport and exercise (2017) Vol. 35, pp. 74-88
Open Access | Times Cited: 197
Changing Behavior Using the Theory of Planned Behavior
Icek Ajzen, Peter Schmidt
Cambridge University Press eBooks (2020), pp. 17-31
Closed Access | Times Cited: 166
Icek Ajzen, Peter Schmidt
Cambridge University Press eBooks (2020), pp. 17-31
Closed Access | Times Cited: 166
How teachers can support students’ agentic engagement
Johnmarshall Reeve, Stephanie Hyewon Shin
Theory Into Practice (2019) Vol. 59, Iss. 2, pp. 150-161
Closed Access | Times Cited: 147
Johnmarshall Reeve, Stephanie Hyewon Shin
Theory Into Practice (2019) Vol. 59, Iss. 2, pp. 150-161
Closed Access | Times Cited: 147
Teachers become more autonomy supportive after they believe it is easy to do
Johnmarshall Reeve, Sung Hyeon Cheon
Psychology of sport and exercise (2015) Vol. 22, pp. 178-189
Closed Access | Times Cited: 162
Johnmarshall Reeve, Sung Hyeon Cheon
Psychology of sport and exercise (2015) Vol. 22, pp. 178-189
Closed Access | Times Cited: 162
Changing Behavior Using the Model of Action Phases
Lucas Keller, Peter M. Gollwitzer, Paschal Sheeran
Cambridge University Press eBooks (2020), pp. 77-88
Closed Access | Times Cited: 128
Lucas Keller, Peter M. Gollwitzer, Paschal Sheeran
Cambridge University Press eBooks (2020), pp. 77-88
Closed Access | Times Cited: 128
Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles
Johnmarshall Reeve, Hye-Ryen Jang, Hyungshim Jang
Learning and Individual Differences (2018) Vol. 62, pp. 12-22
Closed Access | Times Cited: 125
Johnmarshall Reeve, Hye-Ryen Jang, Hyungshim Jang
Learning and Individual Differences (2018) Vol. 62, pp. 12-22
Closed Access | Times Cited: 125
Self-Determination and Classroom Engagement of EFL Learners: A Mixed-Methods Study of the Self-System Model of Motivational Development
Ali Dinçer, Savaş Yeşilyurt, Kimberly A. Noels, et al.
SAGE Open (2019) Vol. 9, Iss. 2
Open Access | Times Cited: 125
Ali Dinçer, Savaş Yeşilyurt, Kimberly A. Noels, et al.
SAGE Open (2019) Vol. 9, Iss. 2
Open Access | Times Cited: 125
Recommending goals and supporting needs: An intervention to help physical education teachers communicate their expectations while supporting students’ psychological needs
Sung Hyeon Cheon, Johnmarshall Reeve, Yong-Gwan Song
Psychology of sport and exercise (2018) Vol. 41, pp. 107-118
Closed Access | Times Cited: 116
Sung Hyeon Cheon, Johnmarshall Reeve, Yong-Gwan Song
Psychology of sport and exercise (2018) Vol. 41, pp. 107-118
Closed Access | Times Cited: 116
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours
Miriam Cents-Boonstra, Anna Lichtwarck‐Aschoff, Eddie Denessen, et al.
Research Papers in Education (2020) Vol. 36, Iss. 6, pp. 754-779
Open Access | Times Cited: 113
Miriam Cents-Boonstra, Anna Lichtwarck‐Aschoff, Eddie Denessen, et al.
Research Papers in Education (2020) Vol. 36, Iss. 6, pp. 754-779
Open Access | Times Cited: 113
Psychology of Sport and Exercise
Johnmarshall Reeve, Sung Hyeon Cheon, Chuncheon-si Kangwondaehak-gil
(2016)
Closed Access | Times Cited: 106
Johnmarshall Reeve, Sung Hyeon Cheon, Chuncheon-si Kangwondaehak-gil
(2016)
Closed Access | Times Cited: 106
Students' Agentic Engagement Predicts Longitudinal Increases in Perceived Autonomy-Supportive Teaching: The Squeaky Wheel Gets the Grease
Lennia Matos, Johnmarshall Reeve, Dora Herrera, et al.
The Journal of Experimental Education (2018) Vol. 86, Iss. 4, pp. 579-596
Closed Access | Times Cited: 101
Lennia Matos, Johnmarshall Reeve, Dora Herrera, et al.
The Journal of Experimental Education (2018) Vol. 86, Iss. 4, pp. 579-596
Closed Access | Times Cited: 101
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout
Angelica Moè, Idit Katz
Teaching and Teacher Education (2020) Vol. 96, pp. 103173-103173
Closed Access | Times Cited: 87
Angelica Moè, Idit Katz
Teaching and Teacher Education (2020) Vol. 96, pp. 103173-103173
Closed Access | Times Cited: 87
An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement
Johnmarshall Reeve, Sung Hyeon Cheon, Tae Ho Yu
International Journal of Behavioral Development (2020) Vol. 44, Iss. 4, pp. 325-338
Closed Access | Times Cited: 80
Johnmarshall Reeve, Sung Hyeon Cheon, Tae Ho Yu
International Journal of Behavioral Development (2020) Vol. 44, Iss. 4, pp. 325-338
Closed Access | Times Cited: 80
Emotion regulation and need satisfaction shape a motivating teaching style
Angelica Moè, Idit Katz
Teachers and Teaching (2020) Vol. 27, Iss. 5, pp. 370-387
Closed Access | Times Cited: 80
Angelica Moè, Idit Katz
Teachers and Teaching (2020) Vol. 27, Iss. 5, pp. 370-387
Closed Access | Times Cited: 80
Changing Behavior Using the Health Action Process Approach
Ralf Schwarzer, Kyra Hamilton
Cambridge University Press eBooks (2020), pp. 89-103
Open Access | Times Cited: 73
Ralf Schwarzer, Kyra Hamilton
Cambridge University Press eBooks (2020), pp. 89-103
Open Access | Times Cited: 73
Self-regulated learning, self-determination theory and teacher candidates’ development of competency-based teaching practices
Charlotte Brenner
Smart Learning Environments (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 66
Charlotte Brenner
Smart Learning Environments (2022) Vol. 9, Iss. 1
Open Access | Times Cited: 66
Fostering Students' Autonomy and Engagement in EFL Classroom Through Proximal Classroom Factors: Autonomy-Supportive Behaviors and Student-Teacher Relationships
Kunni Han
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 63
Kunni Han
Frontiers in Psychology (2021) Vol. 12
Open Access | Times Cited: 63
