Skip to main content
  • Get access
    Check if you have access via personal or institutional login
  • Cited by 12
  • Cited by
    This chapter has been cited by the following publications. This list is generated based on data provided by CrossRef.

    Magen-Nagar, Noga and Shonfeld, Miri 2018. The impact of an online collaborative learning program on students’ attitude towards technology. Interactive Learning Environments, Vol. 26, Issue. 5, p. 621.

    Lion, Robert W. and Burch, Tyler 2018. When Feelings Matter: Affect as a Mediator Between Motivational Regulation and Work Intentions. Advances in Developing Human Resources, Vol. 20, Issue. 2, p. 214.

    Olivet, Jeffrey Haselden, Morgan Piscitelli, Sarah Kenney, Rachael Shulman, Alexander Medoff, Deborah and Dixon, Lisa 2018. Results from a pilot study of a computer-based role-playing game for young people with psychosis. Early Intervention in Psychiatry,

    Ryan, Richard M. Deci, Edward L. and Vansteenkiste, Maarten 2016. Developmental Psychopathology. p. 1.

    Oz, Huseyin 2016. Academic Motivation and Academic Achievement among Preservice English Teachers: A Structural Equation Modeling Approach. The Anthropologist, Vol. 25, Issue. 3, p. 240.

    Feiz, Jafar Pour 2016. Metacognitive Awareness and Attitudes toward Foreign Language Learning in the EFL Context of Turkey. Procedia - Social and Behavioral Sciences, Vol. 232, Issue. , p. 459.

    Li, Chunxiao Wu, Yandan and Kee, Ying Hwa 2016. Validation of the Volunteer Motivation Scale and its relations with work climate and intention among Chinese volunteers. Asian Journal of Social Psychology, Vol. 19, Issue. 2, p. 124.

    Pourfeiz, Jafar 2016. A Cross-sectional Study of Relationship between Attitudes toward Foreign Language Learning and Academic Motivation. Procedia - Social and Behavioral Sciences, Vol. 232, Issue. , p. 668.

    Martinek, Daniela Hofmann, Franz and Kipman, Ulrike 2016. Academic self-regulation as a function of age: the mediating role of autonomy support and differentiation in school. Social Psychology of Education, Vol. 19, Issue. 4, p. 729.

    Haager, Julia S. Kuhbandner, Christof and Pekrun, Reinhard 2016. To Be Bored or Not To Be Bored-How Task-Related Boredom Influences Creative Performance. The Journal of Creative Behavior,

    López-Pérez, Belén Sánchez, Janice and Gummerum, Michaela 2016. Children’s and Adolescents’ Conceptions of Happiness. Journal of Happiness Studies, Vol. 17, Issue. 6, p. 2431.

    JACK, BRADY MICHAEL and LIN, HUANN-SHYANG 2014. Igniting and Sustaining Interest Among Students Who Have Grown Cold Toward Science. Science Education, Vol. 98, Issue. 5, p. 792.

  • Print publication year: 2013
  • Online publication date: November 2013

Chapter 9 - Toward a Social Psychology of Assimilation: Self-Determination Theory in Cognitive Development and Education

from Part III - Self-Regulation and Autonomy at School
Recommend this book

Email your librarian or administrator to recommend adding this book to your organisation's collection.

Self-Regulation and Autonomy
  • Online ISBN: 9781139152198
  • Book DOI:
Please enter your name
Please enter a valid email address
Who would you like to send this to *


Bao, X., & Lam, S. (2008). Who makes the choice? Rethinking the role of autonomy and relatedness in Chinese children’s motivation. Child Development, 79, 269–283. doi: 10.1111/j.1467-8624.2007.01125.x
Baumeister, R. F., & Leary, M. R . (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497–529. doi: 10.1037/0033-2909.117.3.497
Benware, C. A., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, 755–765. doi: 10.2307/1162999
Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84, 740–756. doi: 10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3
Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York, NY: Guilford Press.
Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation. Journal of Cross Cultural Psychology, 32, 618–635. doi: 10.1177/0022022101032005006
de Charms, R. (1968). Personal causation. New York, NY: Academic Press.
Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668. doi: 10.1037/0033-2909.125.6.627
Deci, E. L., & Ryan, R. M. (1980). The empirical exploration of intrinsic motivational processes. In L. Berkowitz (Ed.), Advances in experimental social psychology (pp. 39–80). New York, NY: Academic Press.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum Press.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268. doi: 10.1207/S15327965PLI1104_01
Deci, E.L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Contributions of social psychology (pp. 59–85). New York, NY: Academic Press. doi: 10.1016/B978-012064455-1/50007-5
Deci, E. L., Schwartz, A. J., Sheinman, L., & Ryan, R. M. (1981). An instrument to assess adults’ orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, 642–650. doi: 10.1037/0022-0663.73.5.642
Farkas, M. S., & Grolnick, W. S. (2010). Examining the components and concomitants of parental structure in the academic domain. Motivation and Emotion, 34, 266–279. doi: 10.1007/s11031-010-9176-7
Finn, C. (1991). We must take charge: Our schools and our future. New York, NY: Free Press.
Flavell, J. H., Miler, P. H., & Miller, S. A. (2002). Cognitive development (4th ed.). Upper Saddle River, NJ: Prentice Hall.
Grolnick, W. S., Kurowski, C. O., McMenamy, J. M., Rivkin, I., & Bridges, L. J. (1998). Mothers’ strategies for regulating their toddlers’ distress. Infant Behavior and Development, 21, 437–450. doi: 10.1016/S0163-6383(98)90018-2
Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898. doi: 10.1037/0022-3514.52.5.890
Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81, 143–154. doi: 10.1037/0022-0663.81.2.143
Grolnick, W. S., Ryan, R. M., & Deci, E. L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508–517. doi: 10.1037/0022-0663.83.4.508
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233–240. doi: 10.1037/a0012758
Hardre, P. L., & 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. doi: 10.1037/0022-0663.95.2.347
Heinrich, J., Heine, S.J., & Norenzayan, A. (2010). The weirdest people in the world?Behavioral and Brain Sciences, 33, 61–83. doi: 10.1017/S0140525X0999152X
Helwig, C.C., & McNiel, J. (2012). The development of conceptions of personal autonomy, rights, and democracy and their relation to psychological well-being. In V. I. Chirkov . R. M. Ryan, & K.M. Sheldon (Eds.), Human autonomy in cross-cultural context (pp. 241–256). New York, NY: Springer.
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It’s not autonomy support or structure, but autonomy support and structure. Journal of Educational Psychology, 102, 588–600. doi: 10.1037/a0019682
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 Korean students?Journal of Educational Psychology, 101, 644–661. doi: 10.1037/a0014241
Kage, M., & Namiki, H. (1990). The effects of evaluation structure on children’s intrinsic motivation and learning. Japanese Journal of Educational Psychology, 38, 36–45.
Koestner, R., Ryan, R. M., Bernieri, F., & Holt, K. (1984). Setting limits on children’s behavior: The differential effects of controlling versus informational styles on intrinsic motivation and creativity. Journal of Personality, 52, 233–248. doi: 10.1111/j.1467-6494.1984.tb00879.x
Landry, R., Whipple, N., Mageau, G. A., Joussemet, M., Gingras, I., Didio, L., & Koestner, R. (2008). Trust in organismic development, autonomy support, and adaptation among mothers and their children: A self-determination theory approach to parenting. Motivation & Emotion, 32, 173–188. doi: 10.1007/s11031-008-9092-2
Markus, H., & Kitayama, S. (1991). Culture and self: Implications for cognition emotion and motivation. Psychological Review, 98, 224–253. doi: 10.1037/0033-295X.98.2.224
Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above average children. Journal of Educational Psychology, 88, 203–214. doi: 10.1037/0022-0663.88.2.203
Mouratidis, A. A., Vansteenkiste, M., Lens, W., Sideridis, G. (2011). Vitality and interest–enjoyment as a function of class-to-class variation in need-supportive teaching and pupils’ autonomous motivation. Journal of Educational Psychology, 103, 353–366. doi: 10.1037/a0022773
Murayama, K., Matsumoto, M., Izuma, K., & Matsumoto, K. (2010). Neural basis of the undermining effect of monetary reward on intrinsic motivation. Proceedings of the National Academy of Science, 107, 20911–20916. doi: 10.1073/pnas.1013305107
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7, 133–144. doi: 10.1177/1477878509104318
Niemiec, C. P., Ryan, R. M., & Brown, K. W. (2008). The role of awareness and autonomy in quieting the ego: A self-determination theory perspective. In H. A. Wayment & J. J. Bauer (Eds.), Transcending self-interest: Psychological explorations of the quiet ego (pp. 107–115). Washington, DC: APA Books. doi: 10.1037/11771-010
Pelletier, L. G., Séguin-Lévesque, C., & LegaultL. (2002). Pressure from above and pressure from below as determinants of teachers’ motivation and teaching behavior. Journal of Educational Psychology, 94, 186–196. doi: 10.1037/0022-0663.94.1.186
Pestalozzi, J. H. (1818). Address to my house, 1818. In J. A. Green & F. A. Collie (Eds.), Pestalozzi’s educational writings. London: Edward Arnold, 1912.
Piaget, J. (1967). The child’s conception of the world (J. & A. Tomlinson, Trans.). London, UK: Routledge &Kegan Paul.
Piaget, J. (1970). Science of education and the psychology of the child (D. Coltman, Trans.). New York. NY: Orion Press.
Piaget, J. (1971). Biology and knowledge (B. Walsh, Trans.). Chicago, IL: University of Chicago Press.
Piaget, J. (1981). Intelligence and affectivity: Their relationship during child development (T. A. Brown & C. E. Kaeg, Trans.). Palo Alto, CA: Annual Reviews.
Ratelle, C. F., Guay, F., Larose, S., & Senecal, C. (2004). Family correlates of trajectories of academic motivation during a school transition: A semiparametric group-based approach. Journal of Educational Psychology, 96, 743–754.
Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. Elementary School Journal, 106, 225–236. doi: 10.1086/501484
Reeve, J., & Assor, A. (2012). Do social institutions necessarily suppress individuals’ need for autonomy: The possibility of schools as autonomy-promoting contexts across the globe. In V. I. Chirkov, R. M. Ryan, & K. M. Sheldon (Eds.), Human autonomy in cross-cultural context (pp. 111–132). New York, NY: Springer.
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. doi: 10.1177/1477878509104319
Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, 183–207. doi: 10.1023/A:1021711629417
Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99, 761–774. doi: 10.1037/0022-0663.99.4.761
Ryan, R. M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450–461. doi: 10.1037/0022-3514.43.3.450
Ryan, R. M. (1993). Agency and organization: Intrinsic motivation, autonomy, and the self in psychological development. In J. Jacobs (Ed.), Nebraska symposium on motivation: Developmental perspectives on motivation (Vol. 40, pp. 1–56). Lincoln: University of Nebraska Press.
Ryan, R. M., & Brown, K. W. (2005). Legislating competence: The motivational impact of high stakes testing as an educational reform. In A. E. Elliot & C. Dweck (Eds.), Handbook of competence (pp. 354–374). New York, NY: Guilford Press.
Ryan, R. M. & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. doi: 10.1006/ceps.1999.1020
Ryan, R. M. & Deci, E. L . (2000b). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78. doi: 10.1037/0003-066X.55.1.68
Ryan, R. M. & Grolnick, W. S . (1986). Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children’s perceptions. Journal of Personality and Social Psychology, 50, 550–558. doi: 10.1037/0022-3514.50.3.550
Ryan, R. M. & Powelson, C. L. (1991). Autonomy and relatedness as fundamental to motivation in education. Journal of Experimental Education, 60, 49–66.
Ryan, R. M. & Weinstein, N. (2009). Undermining quality teaching and learning: A self-determination theory perspective on high-stakes testing. Theory and Research in Education, 7, 224–233. doi: 10.1177/1477878509104327
Silvia, P. J. (2008). Interest – the curious emotion. Current Directions in Psychological Science, 17, 57–60. doi: 10.1111/j.1467-8721.2008.00548.x
Skinner, B. F. (1953). Science and human behavior. New York, NY: Macmillan.
Standage, M., Duda, J. L., & Ntoumanis, N. (2003). A model of contextual motivation in physical education: Using constructs and tenets from self-determination and goal perspective theories to predict leisure-time exercise intentions. Journal of Educational Psychology, 95, 97–110. doi: 10.1037/0022-0663.95.1.97
Tsai, Y., Kunter, M., Lüdtke, O., Trautwein, U., & Ryan, R. M. (2008). What makes lessons interesting? The role of situational and individual factors in three school subjects. Journal of Educational Psychology, 100, 460–472. doi: 10.1037/0022-0663.100.2.460
Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high-school drop out. Journal of Personality and Social Psychology, 72, 1161–1176. doi: 10.1037/0022-3514.72.5.1161
Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767–779. doi: 10.1037/0022-3514.70.4.767