Reeve, J. (2016). A grand theory of motivation: Why not? Motivation and Emotion, 40, 31-35.
Jang, H., Kim, E.-J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester:
A self-determination theory dual-process model. Learning and Instruction, 43, 27-38.
Cheon, S. H., Reeve, J., & Song, Y.-G. (2016). A teacher-focused intervention to decrease PE students' amotivation by
increasing need satisfaction and decreasing need frustration. Journal of Sport and Exercise Psychology.
Reeve, J., & Cheon, S. H. (2016). Teachers become more autonomy supportive after they believe it is easy to do.
Psychology of Sport and Exercise, 22, 178-189.
Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive instructional strategy to increase conceptual
learning: Teaching in students' prefer way. Journal of Experimental Education.
Hagger, M. S., Sultan, S., Hardcastle, S. J., Reeve, J., Patall, E. A., Fraser, B., Hamilton, K., & Chatzisarantis, N. L. D.
Applying the integrated trans-contexual model to mathematics activities in the classroom and homework
behavior and attainment. Learning and Individual Differences, 45, 166-175.
Reeve, J. (2015). Giving and summoning autonomy support in hiearchical relationships. Social and Personality Psychology Compass, 9(8), 406-418..
Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease students' motivation.
Contemporary Educational Psychology, 40, 99-111.
Cheon, S. H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a high-stakes sport context:
A field-based experiment during the 2012 London ParalympicGames. Psychology of Sport and Exercise, 19, 1-11.
Veiga, F. H., Garcia, F., Reeve, J., Wentzel, K., & Garcia, O. (2015). When adolescents with high self-concept lose their
engagement in school [Cuando se pierde la motivación escolar de los adolescents con mejor autoconcepto].
Revista de Psicondidactica, 20(2), 305-320.
Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H. R. (2014).
The teacher benefits from giving autonomy support during physical education instruction.
Journal of Sport and Exercise Psychology, 36, 331-346.
Reeve, J., & Lee, W. (2014). Students' classroom engagement produces longitudinal changes in classroom motivation.
Journal of Educational Psychology, 106, 527-540.
Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S., &
Wang, C. K., J. (2014). The beliefs that underlie autonomy-supportive and controlling teaching:
A multinational investigation. Motivation and Emotion, 38, 93-110.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579-595.
Lee, W., & Reeve, J. (2013). Self-determined, but not non-self-determined, motivaiton predicts activations in the anterior insular cortex: an fMRI study of personal agency. Social, Cognitive, and Affective Neuroscience, 8, 538-545.
Cheon, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher-training programs endure? A one- year follow-up investigation. Psychology of Sport and Exercise, 14, 508-518.
Weber-Gasparoni, K., Reeve, J., Ghosheh, N., Warren, J. J., Drake, D. R., Kramer, K. W. O., & Dawson, D. V. (2013).
An effective psychoeducational intervention for ECC prevention—Part 1. Pediatric Dentistry, 35, 241-246.
Weber-Gasparoni, K., Warren, J. J., Reeve, J., Drake, D. R., Kramer, K. W. O., & Dawson, D. V. (2013).
An effective psychoeducational intervention for ECC prevention—Part 2. Pediatric Dentistry, 35, 247-251.
Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement during learning activities.
Contemporary Educational Psychology, 36, 257-267.
Reeve, J., & Tseng, C.-M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35, 63-74.
Su, Y., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs designed to support autonomy.
Educational Psychology Review, 23, 159-188.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure, but autonomy support and structure. Journal of Educational Psychology, 102, 588-600.
Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive. Educational Psychologist, 44, 159-178.
Reeve, J., & Halusic, M. (2009). How K-12 teachers can put self-determination theory principles into practice. Theory and Research in Education, 7, 145-154.
Jang, H., Reeve, J., Ryan, R. M., & Kim, A. (2009). Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically-oriented South Korean adolescents? Journal of Educational Psychology, 101, 644-661.
Hardre, P. L., & Reeve, J. (2009). Training corporate managers to adopt a more autonomy-supportive motivating style toward employees: An intervention study. International Journal of Training Development, 13, 165-184.
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225-236.
Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during learning activities. Journal of Educational Psychology, 98, 209-218.
Reeve, J. (2006). Autonomy, volitional motivation, and wellness. Motivation and Emotion, 30, 257-258.
Isen, A. M., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic motivation: Facilitating enjoyment of play, responsible work behavior, and self-control. Motivation and Emotion, 29, 295-323.
Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing high school students’ engagement by increasing their teachers’ autonomy support. Motivation and Emotion, 28, 147-169.
Hardre, P., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in versus drop out of high school. Journal of Educational Psychology, 95, 347-356.
Cai, Y., Reeve, J., & Robinson, D. T. (2002). Home schooling and teaching style: Comparing the motivating styles of home school and public school teachers. Journal of Educational Psychology, 94, 372-380.
Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a motivational strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, 183-207.
Reeve, J., Bolt, E., & Cai, Y. (1999). How autonomy-supportive teachers teach and motivate students. Journal of Educational Psychology, 91, 537-548.
Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable?
Contemporary Educational Psychology, 23, 312-330.
Reeve, J., & Nix, G. (1997). Expressing intrinsic motivation through acts of exploration and facial displays of interest. Motivation and Emotion, 21, 237-250.
Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that affect intrinsic motivation. Personality and Social Psychology Bulletin, 22, 24-33.
Reeve, J., & Sickenius, B. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement, 54, 506-515.
Williams, G. C., Wiener, M. W., Markakis, K. M., Reeve, J., & Deci, E. L. (1994). Medical students' motivation for internal medicine. Journal of General Internal Medicine, 9, 327-333.
Reeve, J. (1993). The face of interest. Motivation and Emotion, 17, 353-375.
Reeve, J. (1989). The interest-enjoyment distinction in intrinsic motivation. Motivation and Emotion, 13, 83-103.
Reeve, J. (1989). The acquisition and extinction of four experiential states in intrinsic motivation.
Journal of Social Psychology, 129, 841-854.
Reeve, J., Olson, B. C., & Cole, S. G. (1987). Intrinsic motivation in competition: The intervening role of four individual differences following objective competence information. Journal of Research in Personality, 21, 148-170.
Reeve, J., & Cole, S. G. (1987). Theory development in intrinsic motivation research: The excitement continues. Journal of Social Behavior and Personality, 2, 279-290.
Reeve, J., & Cole, S. G. (1987). Integration of affect and cognition in intrinsic motivation. Journal of Psychology, 121, 441-449.
Reeve, J., & Robinson, D. T. (1987). Towards a reconceptualization of intrinsic motivation: Correlates and factor structure of the Activity-Feeling Scale. Journal of Social Behavior and Personality, 2, 23-36.
Reeve, J., Cole, S. G., & Olson, B. C. (1986). Adding excitement to intrinsic motivation research. Journal of Social Behavior and Personality, 1, 349-363.