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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:

Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context.
Hyungshim Jang, Eun Joo Kim, Johnmarshall Reeve
Journal of Educational Psychology (2012) Vol. 104, Iss. 4, pp. 1175-1188
Closed Access | Times Cited: 471

Showing 1-25 of 471 citing articles:

Agency as a fourth aspect of students’ engagement during learning activities
Johnmarshall Reeve, Ching-Mei Tseng
Contemporary Educational Psychology (2011) Vol. 36, Iss. 4, pp. 257-267
Closed Access | Times Cited: 1198
How students create motivationally supportive learning environments for themselves: The concept of agentic engagement.
Johnmarshall Reeve
Journal of Educational Psychology (2013) Vol. 105, Iss. 3, pp. 579-595
Closed Access | Times Cited: 892
The Challenges of Defining and Measuring Student Engagement in Science
Gale M. Sinatra, Benjamin C. Heddy, Doug Lombardi
Educational Psychologist (2015) Vol. 50, Iss. 1, pp. 1-13
Closed Access | Times Cited: 845
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
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
Learning and Instruction (2016) Vol. 43, pp. 27-38
Closed Access | Times Cited: 588
Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students
Sung Hyeon Cheon, Johnmarshall Reeve, Ik Soo Moon
Journal of Sport and Exercise Psychology (2012) Vol. 34, Iss. 3, pp. 365-396
Closed Access | Times Cited: 434
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
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
Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis
Ming‐Te Wang, Jessica L. Degol, Jamie Amemiya, et al.
Developmental Review (2020) Vol. 57, pp. 100912-100912
Closed Access | Times Cited: 320
Students’ classroom engagement produces longitudinal changes in classroom motivation.
Johnmarshall Reeve, Woogul Lee
Journal of Educational Psychology (2013) Vol. 106, Iss. 2, pp. 527-540
Closed Access | Times Cited: 317
Culture's Consequences on Student Motivation: Capturing Cross-Cultural Universality and Variability Through Personal Investment Theory
Ronnel B. King, Dennis M. McInerney
Educational Psychologist (2014) Vol. 49, Iss. 3, pp. 175-198
Closed Access | Times Cited: 295
Reexamining the impact of self-determination theory on learning outcomes in the online learning environment
Hui-Ching Kayla Hsu, Cong Wang, Chantal Levesque‐Bristol
Education and Information Technologies (2019) Vol. 24, Iss. 3, pp. 2159-2174
Closed Access | Times Cited: 286
Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?
Andrew J. Martin, Rebecca J. Collie
Journal of Educational Psychology (2018) Vol. 111, Iss. 5, pp. 861-876
Closed Access | Times Cited: 285
Motivation in Learning
Filgona Jacob, John Sakiyo, D. M. Gwany, et al.
Asian Journal of Education and Social Studies (2020), pp. 16-37
Open Access | Times Cited: 274
A New Autonomy-Supportive Way of Teaching That Increases Conceptual Learning: Teaching in Students' Preferred Ways
Hyungshim Jang, Johnmarshall Reeve, Marc Halusic
The Journal of Experimental Education (2016) Vol. 84, Iss. 4, pp. 686-701
Closed Access | Times Cited: 259
Autonomy and Autonomy Disturbances in Self‐Development and Psychopathology: Research on Motivation, Attachment, and Clinical Process
Richard M. Ryan, Edward L. Deci, Maarten Vansteenkiste
(2016), pp. 1-54
Open Access | Times Cited: 254
Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement
Jaime León, Juan Luis Núñez Alonso, Jeffrey Liew
Learning and Individual Differences (2015) Vol. 43, pp. 156-163
Closed Access | Times Cited: 238
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
Do the benefits from autonomy-supportive PE teacher training programs endure?: A one-year follow-up investigation
Sung Hyeon Cheon, Johnmarshall Reeve
Psychology of sport and exercise (2013) Vol. 14, Iss. 4, pp. 508-518
Closed Access | Times Cited: 224
Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school
Catherine F. Ratelle, Stéphane Duchesne
Contemporary Educational Psychology (2014) Vol. 39, Iss. 4, pp. 388-400
Closed Access | Times Cited: 208
Longitudinal investigation into the role of perceived social support in adolescents’ academic motivation and achievement.
Juyeon Song, Mimi Bong, Kyehyoung Lee, et al.
Journal of Educational Psychology (2014) Vol. 107, Iss. 3, pp. 821-841
Closed Access | Times Cited: 207
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes
W. L. Quint Oga-Baldwin, Yoshiyuki Nakata, Philip D. Parker, et al.
Contemporary Educational Psychology (2017) Vol. 49, pp. 140-150
Closed Access | Times Cited: 202
Antecedents of academic performance of university students: academic engagement and psychological capital resources
Isabel M. Martínez, Carolyn M. Youssef‐Morgan, María José Chambel, et al.
Educational Psychology (2019) Vol. 39, Iss. 8, pp. 1047-1067
Open Access | Times Cited: 199
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
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