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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:

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: 405

Showing 1-25 of 405 citing articles:

Pathways to Student Motivation: A Meta-Analysis of Antecedents of Autonomous and Controlled Motivations
Julien S. Bureau, Joshua L. Howard, Jane Chong, et al.
Review of Educational Research (2021) Vol. 92, Iss. 1, pp. 46-72
Open Access | Times Cited: 166
A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.
Asghar Ahmadi, Michael Noetel, Philip D. Parker, et al.
Journal of Educational Psychology (2023) Vol. 115, Iss. 8, pp. 1158-1176
Open Access | Times Cited: 159
Energization and Direction Are Both Essential Parts of Motivation
Andrew J. Elliot
Motivation Science (2023), pp. 10-14
Closed Access | Times Cited: 85
Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate
Junlin Yu, Pia Kreijkes, Katariina Salmela‐Aro
Learning and Instruction (2022) Vol. 80, pp. 101616-101616
Open Access | Times Cited: 77
The Effects of a Web-Based Need-Supportive Intervention for Physical Education Teachers on Students’ Physical Activity and Related Outcomes: A Randomized Controlled Trial
Hasso Paap, Andre Koka, Pille-Riin Meerits, et al.
Children (2025) Vol. 12, Iss. 1, pp. 56-56
Open Access | Times Cited: 1
Intrinsic Motivation, Psychological Needs, and Competition: A Self-Determination Theory Analysis
Richard M. Ryan, Johnmarshall Reeve
Oxford University Press eBooks (2021), pp. 240-264
Closed Access | Times Cited: 84
Basic psychological needs in the classroom: A literature review in elementary and middle school students
Pedro Javier Conesa, Iban Onandia‐Hinchado, Jon Andoni Duñabeitia, et al.
Learning and Motivation (2022) Vol. 79, pp. 101819-101819
Open Access | Times Cited: 43
Need satisfied teachers adopt a motivating style: The mediation of teacher enthusiasm
Angelica Moè, Idit Katz
Learning and Individual Differences (2022) Vol. 99, pp. 102203-102203
Closed Access | Times Cited: 43
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: 41
Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective
Meng Liu, W. L. Quint Oga-Baldwin
System (2022) Vol. 106, pp. 102762-102762
Open Access | Times Cited: 38
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research
Carlton J. Fong, Diane L. Schallert
Educational Psychologist (2023) Vol. 58, Iss. 3, pp. 146-161
Closed Access | Times Cited: 38
Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates
Kristy A. Robinson
Educational Psychologist (2023) Vol. 58, Iss. 2, pp. 92-110
Closed Access | Times Cited: 32
Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention
Sung Hyeon Cheon, Johnmarshall Reeve, Herbert W. Marsh
Journal of Sport and Exercise Psychology (2023) Vol. 45, Iss. 1, pp. 26-40
Closed Access | Times Cited: 23
Need-support facilitates well-being across cultural, economic, and political contexts: A self-determination theory perspective
Ronnel B. King, Joseph Y. Haw, Yi Wang
Learning and Instruction (2024) Vol. 93, pp. 101978-101978
Closed Access | Times Cited: 14
Need Support and Need Thwarting: A Meta-Analysis of Autonomy, Competence, and Relatedness Supportive and Thwarting Behaviors in Student Populations
Joshua L. Howard, Gavin R. Slemp, Xiao Wang
Personality and Social Psychology Bulletin (2024)
Open Access | Times Cited: 13
When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective
Axel Grund, Stefan Fries, Matthias Nückles, et al.
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 10
Investigating the role of perceived emotional support in predicting learners’ well-being and engagement mediated by motivation from a self-determination theory framework
Huajie Shen, X W Ye, Jilin Zhang, et al.
Learning and Motivation (2024) Vol. 86, pp. 101968-101968
Closed Access | Times Cited: 9
Do intercultural education and attitudes promote student wellbeing and social outcomes? An examination across PISA countries
Geetanjali Basarkod, Theresa Dicke, Kelly‐Ann Allen, et al.
Learning and Instruction (2024) Vol. 91, pp. 101879-101879
Open Access | Times Cited: 8
The Psychometric Properties of the Behavioural Regulation in Exercise Questionnaire (BREQ-3): Factorial Structure, Invariance and Validity in the Italian Context
Elisa Cavicchiolo, Maurizio Sibilio, Fabio Lucidi, et al.
International Journal of Environmental Research and Public Health (2022) Vol. 19, Iss. 4, pp. 1937-1937
Open Access | Times Cited: 36
Individual differences matter in the effect of teaching presence on perceived learning: From the social cognitive perspective of self-regulated learning
Yamei Zhang, Yuan Tian, Liangshuang Yao, et al.
Computers & Education (2022) Vol. 179, pp. 104427-104427
Closed Access | Times Cited: 32
Physical education in a post-COVID world: A blended-gamified approach
Dylan Blain, Martyn Standage, Thomas Curran
European Physical Education Review (2022) Vol. 28, Iss. 3, pp. 757-776
Open Access | Times Cited: 30
Teacher Motivation and Burnout of English-as-a-Foreign-Language Teachers: Do Demotivators Really Demotivate Them?
Masatoshi Sato, Francisca Fernández Castillo, Juan Carlos Oyanedel
Frontiers in Psychology (2022) Vol. 13
Open Access | Times Cited: 29
Education as Flourishing
Richard M. Ryan, Johnmarshall Reeve, Haya Kaplan, et al.
Oxford University Press eBooks (2023), pp. 591-618
Closed Access | Times Cited: 21
The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships
Honghui Zou, Jihai Yao, Yuexin Zhang, et al.
Psychology in the Schools (2023) Vol. 61, Iss. 1, pp. 272-286
Open Access | Times Cited: 21
The bright and dark side of autonomy: How autonomy support and thwarting relate to student motivation and academic functioning
Marius Ole Johansen, Sigrunn Eliassen, Lucas M. Jeno
Frontiers in Education (2023) Vol. 8
Open Access | Times Cited: 20
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