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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:

The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation
Johnmarshall Reeve, Maarten Vansteenkiste, Avi Assor, et al.
Motivation and Emotion (2013) Vol. 38, Iss. 1, pp. 93-110
Closed Access | Times Cited: 198

Showing 1-25 of 198 citing articles:

Do perceived autonomy-supportive and controlling teaching relate to physical education students' motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation
Leen Haerens, Nathalie Aelterman, Maarten Vansteenkiste, et al.
Psychology of sport and exercise (2014) Vol. 16, pp. 26-36
Open Access | Times Cited: 634
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
A classroom-based intervention to help teachers decrease students’ amotivation
Sung Hyeon Cheon, Johnmarshall Reeve
Contemporary Educational Psychology (2014) Vol. 40, pp. 99-111
Closed Access | Times Cited: 433
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
A classification of motivation and behavior change techniques used in self-determination theory-based interventions in health contexts.
Pedro J. Teixeira, Marta M. Marques, Marlene N. Silva, et al.
Motivation Science (2020) Vol. 6, Iss. 4, pp. 438-455
Open Access | Times Cited: 413
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
The Teacher Benefits From Giving Autonomy Support During Physical Education Instruction
Sung Hyeon Cheon, Johnmarshall Reeve, Tae Ho Yu, et al.
Journal of Sport and Exercise Psychology (2014) Vol. 36, Iss. 4, pp. 331-346
Closed Access | Times Cited: 230
Fostering a Need-Supportive Teaching Style: Intervention Effects on Physical Education Teachers’ Beliefs and Teaching Behaviors
Nathalie Aelterman, Maarten Vansteenkiste, Lynn Van den Berghe, et al.
Journal of Sport and Exercise Psychology (2014) Vol. 36, Iss. 6, pp. 595-609
Closed Access | Times Cited: 195
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
Chinese Education Examined via the Lens of Self-Determination
Shi Yu, Beiwen Chen, Chantal Levesque‐Bristol, et al.
Educational Psychology Review (2016) Vol. 30, Iss. 1, pp. 177-214
Closed Access | Times Cited: 145
Autonomy Support in the Classroom
Juan Luis Núñez Alonso, Jaime León
European Psychologist (2015) Vol. 20, Iss. 4, pp. 275-283
Closed Access | Times Cited: 133
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
Language Learning Motivation as a Complex Dynamic System: A Global Perspective of Truth, Control, and Value
Mostafa Papi, Phil Hiver
Modern Language Journal (2020) Vol. 104, Iss. 1, pp. 209-232
Closed Access | Times Cited: 112
Do students with different motives for physical education respond differently to autonomy-supportive and controlling teaching?
Jotie De Meyer, Bart Soenens, Maarten Vansteenkiste, et al.
Psychology of sport and exercise (2015) Vol. 22, pp. 72-82
Open Access | Times Cited: 110
Psychology of Sport and Exercise
Johnmarshall Reeve, Sung Hyeon Cheon, Chuncheon-si Kangwondaehak-gil
(2016)
Closed Access | Times Cited: 106
Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training
Nathalie Aelterman, Maarten Vansteenkiste, Hilde Van Keer, et al.
Psychology of sport and exercise (2015) Vol. 23, pp. 64-72
Closed Access | Times Cited: 105
The role of teachers’ controlling behaviour in physical education on adolescents’ health-related quality of life: test of a conditional process model*
Henri Tilga, Vello Hein, Andre Koka, et al.
Educational Psychology (2019) Vol. 39, Iss. 7, pp. 862-880
Open Access | Times Cited: 93
Linking teacher self-efficacy and responsibility with teachers’ self-reported and student-reported motivating styles and student engagement
Fani Lauermann, Jean‐Louis Berger
Learning and Instruction (2021) Vol. 76, pp. 101441-101441
Closed Access | Times Cited: 90
Need-supportive professional development in elementary school physical education: Effects of a cluster-randomized control trial on teachers’ motivating style and student physical activity.
Géraldine Escriva–Boulley, Damien Tessier, Nikos Ntoumanis, et al.
Sport Exercise and Performance Psychology (2018) Vol. 7, Iss. 2, pp. 218-234
Open Access | Times Cited: 84
Do teachers’ perceived teaching competence and self-efficacy affect students’ academic outcomes? A closer look at student-reported classroom processes and outcomes
Fani Lauermann, Inga ten Hagen
Educational Psychologist (2021) Vol. 56, Iss. 4, pp. 265-282
Closed Access | Times Cited: 82
Self-determination mini-theories in second language learning: A systematic review of three decades of research
Ali H. Al‐Hoorie, W. L. Quint Oga-Baldwin, Phil Hiver, et al.
Language Teaching Research (2022)
Open Access | Times Cited: 43
Longitudinal relations among perceived autonomy support, time management, completion, and achievement
Jianzhong Xu
Studies In Educational Evaluation (2025) Vol. 85, pp. 101454-101454
Open Access | Times Cited: 1
Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students
Haya Kaplan
Social Psychology of Education (2017) Vol. 21, Iss. 1, pp. 223-255
Closed Access | Times Cited: 81
Autonomy support, motivational climate, enjoyment and perceived competence in physical education: Impact of a hybrid teaching games for understanding/sport education unit
Alexander Gil Arias, Fernando Claver Rabaz, Alba Práxedes, et al.
European Physical Education Review (2018) Vol. 26, Iss. 1, pp. 36-53
Open Access | Times Cited: 76
What makes a motivating teacher? Teachers’ motivation and beliefs as predictors of their autonomy-supportive style
Idit Katz, Bat‐Hen Shahar
School Psychology International (2015) Vol. 36, Iss. 6, pp. 575-588
Closed Access | Times Cited: 75
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