May
Website Publications
Legate, N., Ryan, R. M., & Rogge, R. D. (2017). Daily autonomy support and sexual identity disclosure predicts daily mental and physical health outcomes. Personality and Social Psychology Bulletin, 43(6), 860-873. doi: 10.1177/0146167217700399
Chan, D. K. C., Dimmock, J. A., Donovan, R. J., Lentillon-Kaestner, V., Hardcastle, S., & Hagger, M. S. (2015). Self-determined motivation in sport predicts motivation and intention of anti-doping behaviors: A perspective from the trans-contextual model. Journal of Science and Medicine in Sport, 18, 315-322. doi: 10.1016/j.jsams.2014.04.001
Chan, D. K. C., Yang, S. X., Mullan, B., Zhang, X., Du, X., Chatzisarantis, N. L., & Hagger, M. S. (2015). Preventing the spread of H1N1 influenza infection during a pandemic: autonomy-supportive advice versus controlling instruction. Journal of Behavioral Medicine, 38, 416-426. doi: 10.1007/s10865-014-9616-z
Chan, D. K. C., Yang, S. X., Hamamura, T., Sultan, S., Xing, S.,, Chatzisarantis, N. L., & Hagger, M. S. (2015). In-lecture learning motivation predicts students’ motivation, intention, and behaviour for after-lecture learning: Examining the trans-contextual model across universities from UK, China, and Pakistan. Motivation and Emotion, 39, 908-925. doi: 10.1007/s11031-015-9506-x
Hagger, M. S., Koch, S., & Chatzisarantis, N. L. (2015). The effect of causality orientations and positive competence-enhancing feedback on intrinsic motivation: A test of additive and interactive effects. Personality and Individual Differences, 72, 107-111. doi: 10.1016/j.paid.2014.08.012
Hagger, M. S., Sultan, S., Hardcastle, S. J.,, & Chatzisarantis, N. L. (2015). Perceived autonomy support and autonomous motivation toward mathematics activities in educational and out-of-school contexts is related to mathematics homework behavior and attainment. Contemporary Educational Psychology, 41, 111-123. doi: 10.1016/j.cedpsych.2014.12.002
Hein, V., Koka, A., & Hagger, M. S. (2015). Relationships between perceived teachers' controlling behaviour, psychological need thwarting, anger and bullying behaviour in high-school students. Journal of Adolescence, 42, 103-114. doi: 10.1016/j.adolescence.2015.04.003
Lynch, M. F., & Salikhova, N. R. (2016). Teachers’ conceptions about the child’s developmental needs: A structural analysis. Mathematics Education, 11, 1471-1479.
Leow, K., Lee, M.,, & Lynch, M. F. (2016). Big five personality and depressive symptoms: A self-determination theory perspective on students’ positive relationships with others. Ideas and research you can use: VISTAS 2016, Retrieved from: http://www.counseling.org/docs/default-source/vistas/article_2839fd25f16116603abcacff0000bee5e7.pdf?sfvrsn=6
Lynch, M. F. (2014). Motivation in the client-counselor relationship. In , Motivation in the client-counselor relationship (pp. 317-333). New York, NY: Springer.
Lynch, M. F. (2014). The self-concept in relationships. In In N. Weinstein (Ed.), The self-concept in relationships (pp. 121-137). New York, NY: Springer.
Smit, E.S., Dima, A.L., Immerzeel, S.A.M., van den Putte, B., & Williams, G. C. (2017). The Virtual Care Climate Questionnaire: Development and validation of a questionnaire measuring perceived support for autonomy in a virtual care setting. Journal of Medical Internet Research, 19(5), e155. doi: 10.2196/jmir.6714
Murayama, K., Pekrun, R., Suzuki, M., Marsh, H. W., & Lichtenfeld, S. (2016). Don’t aim too high for your kids: Parental overaspiration undermines students’ learning in mathematics. Journal of Personality and Social Psychology, 111(5), 766-779. doi: 10.1037/pspp0000079
Murayama, K., Izuma, K., Aoki, R., & Matsumoto, K. (2016). “Your choice” motivates you in the brain: The emergence of autonomy neuroscience. In In S. Kim, J. Reeve, & M. Bong (Eds.), “Your choice” motivates you in the brain: The emergence of autonomy neuroscience(Vol 19, pp. 95-125). Bingley, UK: Emerald Group Publishing Limited. doi: 10.1108/S0749-7423201719
Sherman, A.K., Bird, S., Powers, S., Rowe, A., & Legault, L. (2016). Motivational orientation explains the link between political ideology and proenvironmental behavior. Ecopsychology, 8(4), 239-249. doi: 10.1089/eco.2016.0029.
Tjin A Tsoi, S.L.N., De Boer, A., Croiset, G., Koster, A. S., & Kusurkar, R. A. (2016). Unraveling motivational profiles of health care professionals for Continuing Education: the example of pharmacists in the Netherlands. The Journal of Continuing Education in Health Professions, 36(1), 46-54. doi: 10.1097/CEH.0000000000000026.
Wouters, A., Croiset, G., Galindo-Garre, F., & Kusurkar, R. A. (2016). Wouters A, Croiset G, Galindo-Garre F, Kusurkar RA. Motivation of medical students: selection by motivation or motivation by selection. BMC Medical Education 2016; 16 :37. http://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-016-0560-1. BMC Medical Education, 16:37 doi: 10.1186/s12909-016-0560-1
Kusurkar, R. A., & Croiset, G. (2015). Self-determination theory and scaffolding applied to medical education as a continuum. Academic Medicine, 90(11), 1431. doi: 10.1097/ACM.0000000000000944
Kusurkar, R. A., & Croiset, G. (2015). Autonomy support for autonomous motivation in medical education. Medical Education Online, 20, 27951. doi: 10.3402/meo.v20.27951
Wouters A., Bakker A.H., van Wijk, I.J., Croiset G., & Kusurkar, R. A. (2014). A qualitative analysis of statements on motivation of applicants for medical school. BMC Medical Education, 14, 200. doi: 10.1186/1472-6920-14-200
Kusurkar, R. A., & Croiset, G. (2014). Electives support autonomy and autonomous motivation in undergraduate medical education. Medical Teacher, 36(10), 915-916. doi: 10.3109/0142159X.2014.940876
Kusurkar, R. A., Artino, A., & Ten Cate, T. (2015). Learning and Motivation. In In Bhuiyan P.S., Rege, N.N., Supe, A. N. (Eds.), The art of teaching medical students (pp. 62-76). India: Elsevier.
Howard, J., Gagné, M., Morin, A. J. S., & van den Broeck, A. (2016). Motivation profiles at work: A self-determination theory approach. Journal of Vocational Behavior, 95, 74-89. doi: 10.1016/j.jvb.2016.07.004
Fernet, C., Austin, S., Gagné, M., & Forest, J. (2015). Extending the scope of the motivational effect of transformational leadership on employee functioning: The role of employees’ perceived job characteristics and motivation. Work and Stress, 29, 11-31. doi: 10.1080/02678373.2014.1003998
Advanced Online Publications
Lynch, M. F., & Sheldon, K. M.. (accepted for publication). Conditional regard, self-concept, and relational authenticity: Revisiting some key Rogerian concepts cross-culturally, through multilevel modeling. Journal of Humanistic Psychology. Advance online publication. doi: 10.1177/0022167817696842
Legault, L., Weinstein, N., Mitchell, J., Inzlicht, M., Pyke, K., & Upal, A. (in press). Owning up to negative ingroup traits: How personal autonomy promotes the integration of group identity. Journal of Personality. Advance online publication. doi: 10.1111/jopy.12277.
Howard, J., Gagné, M., Morin, A. J. S, Wang, Z., & Forest, J. (in press). Using Bifactor-Exploratory Structural Equation Modeling to Test for a Continuum Structure of Motivation. Journal of Management. Advance online publication. doi:10.1177/0149206316645653
SDT faculty pages updated:
Martin Hagger
Martin Lynch
Kou Murayama
Tina Frederick
Lisa Legault
Rashmi Kusurcar
Marylene Gagne