Reeve VITA 1
Johnmarshall Reeve
December2012
VITA
633 Uncho-Useon Building Office telephone: +82-2-3290-2295
Department of Educatione-mail:
Anam-Dong, Seongbuk-Gu
Korea UniversityWebsite 1: johnmarshallreeve.org
Seoul 136-701, KoreaWebsite 2: wcu2.korea.ac.kr
Current Position: ProfessorWebsite 3: bmri.korea.ac.kr
EDUCATION
1992, Postdoctoral Research, University of Rochester, Department of Psychology
Research program with Edward Deci and Richard Ryan's human motivation group.
1986, Ph.D., Texas Christian University (MA in 1985), Department of Psychology
Dissertation: "The role of cooperative cues in increasing the probability of cooperation in eight situations:A test of the synergy hypothesis"; Advisor: Steven G. Cole.
1982, B.A., Tennessee Technological University, Department of Psychology
Senior Thesis: "Initiation and regulation of persistence behavior"
PUBLICATIONS
Books
O’Donnell, A., Reeve, J., & Smith, J. (2012). Educational psychology: Reflection for action
(3rd ed.). Hoboken, NJ: Wiley.
Reeve, J. (2009). Understanding motivation and emotion (5th ed.) Hoboken, NJ: Wiley.
6th edition to be published in 2013.
Reeve, J. (1996). Motivating others: Nurturing inner motivational resources.
Needham Heights, MA:Allyn & Bacon.
Book Chapters
Reeve, J., & Su, Y.-L. (in press). Teacher motivation. In M. Gagne’ (Ed.),
The Oxford handbook of of workplace motivation. New York: Oxford University Press.
Reeve, J. (2012). A self-determination theory perspective on student engagement.
In S. L. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on
Student engagement (Chpt. 7, pp. 149-172). New York: Springer.
Reeve, J., & Lee, W. (2012). Neuroscience and human motivation. In R. M. Ryan (Ed.),
The Oxford handbook of motivation(Chpt. 21, pp. 365-380) New York:
Oxford University Press.
Renwick, J. M., & Reeve, J. (2012). Supporting motivation in music education.
In G. McPherson & G. Welsh’s (Eds.), The Oxford handbook of music education
(Chpt. 8, pp. 143-162). New York: Oxford University Press.
Reeve, J. (2011). Teaching in ways that support students’ autonomy. In D. Mashek & E.
Hammer (Eds.), Enhancing teaching and learning(Chpt. 5, pp. 90-103).
Hoboken, NJ: Wiley-Blackwell.
Reeve, J., & Assor, A. (2011). Do social institutions necessarily suppress personal autonomy?
The possibility of schools as autonomy promoting contexts across the world.
In V. Chirkov, R. M. Ryan, & K. Sheldon (Eds.), Personal autonomy in cultural
contexts: Global perspectives on the psychology of agency, freedom, and people's
well-being (Chpt. 6, pp. 111-132). New York:Springer.
Reeve, J. (2011). Blending motivation, emotion, affect, and cognition.
In S. Masmoudi & A. Naceur (Eds.), Cognition, emotion, and motivation. (pp. 361-362).
Brussels, Belgium: De Boeck.
Reeve, J. (2010). How do I motivate others? The concept of motivating style.
In J. M. D. Gomez & E. G. Armas (Ed.), Motivacion y emocion: Investigaciones actuales
(pp. 15-28). Universidad de la Laguna: Servicio de Publicaciones.
Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2007). Understanding and promoting
autonomous self-regulation:A self-determination theory perspective. In D. Schunk &
B. Zimmerman (Eds.),Motivation and self-regulated learning: Theory, research, and
application. (Chpt. 9, pp. 223-244). Mahwah, NJ: Lawrence Erlbaum.
Reeve, J. (2006). Extrinsic rewards and inner motivations. In C. Weinstein & T. L. Good (Eds.),
Handbook of classroom management: Research, practice, and contemporary issues
(Chpt. 24, pp. 645-664). Hillsdale, NJ: Lawrence Erlbaum.
Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical
framework forunderstanding the socio-cultural influences on student motivation. In D.
McInerney & S. Van Etten (Eds.),Research on sociocultural influences on motivation
and learning: Big theories revisited (Vol. 4, pp. 31-59). Greenwich, CT: Information
Age Press.
Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci &
R. M. Ryan’s(Eds.), Handbook of self-determination research (pp. 183-202).
Rochester, NY: Rochester University Press.
Journal Articles(Referred)
Lee. W., & Reeve, J. (in press). Self-determined, but not non-self-determined, motivation predicts
activations in the anterior insular cortex: an fMRI study of personal agency.
Social, Cognitive, and Affective Neuroscience. doi: 10.1093/scan/nss029.
Weber-Gasparoni, K., Reeve, J., Ghosheh, N., Warren, J. J., Drake, D. R., Kramer, K. W. O.,
& Dawson, D. V. (in press). An effective psychoeducational intervention for ECC
prevention—Part 1. Pediatric Dentistry.
Weber-Gasparoni, K., Warren, J. J., Reeve, J., Drake, D. R., Kramer, K. W. O., & Dawson, D. V.
(in press). An effective psychoeducational intervention for ECC prevention—Part 2.
Pediatric Dentistry.
Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s
motivation mediation model in a naturally-occurring classroom context.
Journal of Educational Psychology, 104, 1175-1188.
Lee, W., & Reeve, J. (2012). Teacher’s estimates of their students’ motivation and engagement:
Being in synch with students. Educational Psychology, 32, 727-747.
Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinallydesigned,
teacher-focused intervention to help physical education teachers be more autonomy
supportive toward their students. Journal of Sport and Exercise Psychology, 34, 365-396.
Lee, W., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural differences between intrinsic reasons for doing versus extrinsic reasons for doing: an fMRI study. Neuroscience Research, 73,
68-72. doi: 10.1016/j.neures.2012.01.010.
Weber-Gasparoni, K., Goebel, B. M., Drake, D. R., Kramer, K. W. O.,Warren, J. J., Reeve, J.,
& Dawson, D. V. (2012). Factors associated with mutans streptococci among young
WIC-enrolled children. Journal of Public Health Dentistry, 72, 269-278.
Reeve, J. (2012). Editorial. Motivation and Emotion, 36, 101-102.
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
underliesthe 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
studentsbenefit. 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’
engagementby increasing their teachers’ autonomy support. Motivation and Emotion,
28, 147-169.
Reeve, J., Nix, G., & Hamm, D. (2003). The experience of self-determination in intrinsic
motivation and theconundrum of choice. Journal of Educational Psychology, 95,375-392.
Hardre, P., & Reeve, J. (2003). A motivational model of rural students’ intentions to persist in
versus dropout 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 motivatingstyles 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 amotivational 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 ofinterest. 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 needsunderlying 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 fourindividual 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 factorstructure of the Activity-Feeling Scale. Journal of Social Behavior
and Personality, 2, 23-36.
Reeve, J., Cole, S. G., & Olson, B. C. (1986). The Zeigarnik effect and intrinsic motivation:
Are they the same? Motivation and Emotion, 10, 231-243.
Reeve, J., Cole, S. G., & Olson, B. C. (1986). Adding excitement to intrinsic motivation
research. Journal of Social Behavior and Personality, 1, 349-363.
Reeve, J., Olson, B. C., & Cole, S. G. (1985). Motivation and performance: Two consequences
of winning andlosing in competition. Motivation and Emotion, 9, 291-298.
Journal Articles(Non-Referred)
Reeve, J. (2008). Autonomy support. In E. Anderman (Ed.), Psychology of classroom learning:
An encyclopedia. Detroit: Macmillian Reference USA.
Reeve, J. (2008). Reinforcement. In E. Anderman (Ed.), Psychology of classroom learning:
An encyclopedia. Detroit: Macmillian Reference USA.
Reeve, J. (2008). Autonomy support. InSpine.
Reeve, J. (2000). How can I motivate my students to put forth effort on uninteresting, yet
important, lessons? Psychology Teacher Network, 10, 7-8.
Reeve, J. (1991). What is an emotion? Wait--Don't answer that yet! Contemporary Psychology,
36, 604-605.
Manuscripts Under Review
Reeve, J., Ahmad, I., Assor, A., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D., Olaussen, B. S.,
Vansteenkiste, M., & Wang, C. K. J. (2012). Motivating styles around the world:
A multinational cross-cultural analysis of why teachers prefer autonomy-supportive
or controlling teaching. Manuscript under review.
Reeve, J. (2012). How students create motivationally supportive learning environments
for themselves. Manuscript under review.
Reeve, J., Lee, W., Kim, H.(2012). Students as architects of their own motivation:
Changes in engagement produce longitudinal changes in motivation.
Manuscript under review.
Cheon, S. H., & Reeve, J. (2012). Do the benefits from autonomy-supportive PE teacher training
programs endure? A one-year follow-up investigation. Manuscript under review.
Halusic, M., & Reeve, J. (2012). Instructional strategies designed to nurture students’
inner motivational resources. Manuscript under review.
Reeve, J. (2012). Student engagement during learning activities: The multidimensional,
student-initiated pathway to constructive changes in achievement, motivation, and the
learning environment. Manuscript in preparation.
Reeve, J., Kim, E. J., Park, H. J., & Kim, J. (2012). Being controlled by versus supported by
others: The neural consequences of another’s motivating style.
Manuscript in preparation.
PRESENTATIONS
Conference Presentations & Invited Talks
Conference Presentations(Referred)
Lee, W., & Reeve, J. (2012, May). Neuroscience of intrinsic motivation: A personal agency
framework. Paper presented at the annual meeting of the Society for the Study of
Motivation, Chicago, IL.
Lee, W., & Reeve, J. (2012, April). Teachers’ estimates of their students’ motivation and
engagement. Paper presented in the annual meeting of the American Educational Research
Association, Vancouver, British Columbia, Canada.
Reeve, J. (2012, April). Choices and options enhance autonomy, intrinsic motivation, and agency,
but only when offered in a non-controlling way. Paper presented in the annual meeting of
the American Educational Research Association, Vancouver, British Columbia, Canada.
Reeve, J. (2011, September). Effective but impractical: Overcoming instructional roadblocks
to teacher-provided autonomy support. Paper presented at the bi-annual meeting
of the European Association of Research on Learning and Instruction, Bath, England.
Reeve, J. (2011, August). Language that stresses versus language that calms.
Paper presented at the International Conference on Psychosomatic Medicine,
21st World Congress on Psychosomatic Medicine, Seoul, South Korea.
Cheon, S. H., Reeve, J., & Moon, I. S. (2011, August). Effects of intervention program to help
teachers be more autonomy supportive toward their students in secondary
physical education. Paper presented at the annual meeting of the International Society
of Sport Psychology, Sport Science Division of Korea, Korea.
Reeve, (2011, May). Engaging others in learning activities: How to and why.
Invited talk given at the annual meeting of the International Association of
Continuing Education (ACE), Seoul, South Korea.
Jang, H., Kim, E. J., & Reeve, J. (2011, April). Longitudinal test of self-determination theory
In a school context. Paper presented in the annual meeting of the American Educational
Research Association, New Orleans, LA.
Reeve, J. (2010, September). Core principles of motivation in the school context:
Paper presented at the International Conference on Motivation at the 12th biannual meeting
of the EARLI SIG on motivation and emotion. Porto, Portugal.
Reeve, J., (2010, May). Teachers are not autonomy supportive: An unfortunate truth.
Paper presented at the fourth International Conference on Self-Determination theory.
Ghent, Belgium.
Lee, W., & Reeve, J., (2010, May). Neural circuits of intrinsic motivation and incentive
Motivation: An fMRI study. Paper presented at the fourth International Conference on
Self-Determination theory. Ghent, Belgium.
Reeve, J. (2010, May). The essential and defining features of an autonomy-supportive motivating
style. Paper presented in the annual meeting of the American Educational Research
Association, Denver, CO.
Su, Y.-L., Reeve, J., & Moore, J. (2010, May). A meta-analysis of intervention programs design to
support the autonomy of others. Paper presented in the annual meeting of the American
Educational Research Association, Denver, CO.
Reeve, J., & Tseng, C. (2009, April). Cortisol as a biomarker of socio-motivational processes
during instruction. Paper presented at the annual meeting of the American Educational
Research Association,San Diego, CA.
Halusic, M., Reeve, J., & Lee, W. (2008, August). Instructional strategies to nurture students’
inner motivational resources. Paper presented at the annual meeting of the American
Psychological Association, Boston, MA.
Reeve, J. (2008, March). Understanding and promoting autonomous self-regulation: A self-
determination theoryperspective. Paper presented at the annual meeting of the American
Educational Research Association, New York, NY.
Reeve, J. (2008, March). Overview of how educators’ provision of autonomy support and
structure affectstudent outcomes. Paper presented at the annual meeting of the American
Educational Research Association, New York, NY.
Reeve, J. (2008, March). Is autonomy support important for students in all global classrooms?
Paper presentedat the annual meeting of the American Educational Research
Association, New York, NY.
Tseng, C.-M., & Reeve, J. (2007, August). Teachers’ motivating styles toward students:
Psychobiology of being controlled. Paper presented at the annual meeting of the
American Psychological Association, San Francisco, CA.
Reeve, J. (2007, May). Conclusions on the nature and practice of autonomy support. Paper
presented at the3rd International Conference of Self-Determination Theory, Toronto, CA.
Reeve, J., & Jang, H. (2007, April). Understanding the combined contributions of parents’ and
teachers’ motivatingstyles on Korean adolescents’ classroom motivation and outcomes.
Paper presented at the annual meeting of the American Educational Research
Association, Chicago, IL.
Reeve, J., & Jang, H. (2006, August). Engagement: Autonomy support or structure versus
autonomy supportand structure. Paper presented at the annual meeting of the American
Psychological Association, New Orleans, LA.
Barch, J., & Reeve, J. (2006, August). Can teachers learn to be autonomy supportive and will
their studentsbenefit? A laboratory test of a short-term intervention. Paper presented at
the annual meeting of the American Educational Research Association, San Francisco,
CA.
Jang, H., Reeve, J., & Jeon, S. (2006, April). Empirical test of the applicability of self-
determination theory to Korean students’ motivation and achievement. Paper presented
at the annual meeting of the American Educational Research Association, San Francisco, CA.
Reeve, J. (2004, May). Two approaches to motivating others: What self-determination theory
practitioners canlearn from social-cognitive practitioners (and vice versa). Paper
presented at the second Self-Determination Theory Conference, Ottawa, Ontario, Canada.
Jang, H., & Reeve, J. (2004, April). Providing a rationale to engage students in an uninteresting
learning activity. Paper presented at the annual meeting of the American Educational
Research Association, San Diego, CA.
Ryan, R. M., & Reeve, J. (2004, April). What should pre-service teachers know about recent
theory and researchin motivation? Self-determination theory perspective. Paper
presented at the annual meeting of theAmerican Educational Research Association, San
Diego, CA.
Ryan, R. M., Deci, E. L., & Reeve, R. M. (2004, April). Self-determination theory:
A dialectical framework forunderstanding sociocultural influences on student
motivation. Paper presented at the annual meeting ofthe American Educational Research
Association, San Diego, CA.
Jeon. S., & Reeve, J. (2004, April). A motivational model of Korean early adolescents’
academic engagement and performance. Paper presented at the annual meeting of the
American Educational ResearchAssociation, San Diego, CA.
Reeve, J. (2003, August). Teachers as facilitators: What autonomy supportive teachers do and
why their students benefit. Paper presented in the Symposium on the Interpersonal
Contexts of Teaching, Learning, andMotivation at the annual meeting of the American
Psychological Association, Toronto, Ontario, Canada.
Omura, M., & Reeve, J. (2003, August). Intrinsic motivation and perceived competence: Which
comes first? Paper to be presented at the annual meeting of the American Psychological
Association, Toronto, Ontario,Canada.
Jang, H., & Reeve, J. (2003, April). Preserving students’ autonomy by delivering instruction in
an autonomy-supportive way. Paper presented at the annual meeting of the American
Educational ResearchAssociation, Chicago, IL.
Jang, H., & Reeve, J. (2003, April). Enhancing high school students’ engagement by increasing
theirteachers’ use of autonomy-supportive strategies. Paper presented at the annual
meeting of the AmericanEducational Research Association, Chicago, IL.
Jeon, S., & Reeve, J. (2003, April). Classroom environment as a predictor of Korean high
school students’self-determined learning and adjustment. Paper presented at the annual
meeting of the AmericanEducational Research Association, Chicago, IL.
Barch, J. C., Rizzo, K. M., & Reeve, J. (2003, April). On the malleability of teachers’
motivational orientations:Linking teacher training to student engagement and intrinsic
motivation. Paper presented at the annualmeeting of the American Educational Research
Association, Chicago, IL.
Omura, M., & Reeve, J. (2003, April). Intrinsic motivation or perceived competence: Which
shouldautonomy-supportive teachers first pay attention to? Paper presented at the annual
meeting of theAmerican Educational Research Association, Chicago, IL.
Omura, M., & Reeve, J. (2002, August). Autonomy support, perceived competence, and intrinsic
motivation:What causes what? Paper presented at the annual meeting of the American
Psychological Association,Chicago, IL
Jang, H., & Reeve, J. (2002, August). Motivating students, but in different ways: Understanding
and appreciatingthe motivating styles of Korean and United States high school teachers.
Paper presented at the annualmeeting of the American Psychological Association,
Chicago, IL
Carrell, D., & Reeve, J. (2002, April). Understanding, reversing, and preventing teacher
burnout: Teaching styleand its impact on career longevity. Paper presented at the annual
meeting of the American EducationalResearch Association, New Orleans, LA.
Jang, H., & Reeve, J. (2002, April). Revising the Problems in Schools questionnaire to
strengthen research onteachers’ motivating styles toward children. Paper presented at
the annual meeting of the AmericanEducational Research Association, New Orleans, LA.
Omura, M., & Reeve, J. (2001, August). A motivational model to explain foreign language