- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editor
- The History of Self-Determination Theory in Psychology and Management
- The Importance of Universal Psychological Needs for Understanding Motivation in the Workplace
- Employee Commitment, Motivation, and Engagement: Exploring the Links
- Effective and Sustained Proactivity in the Workplace: A Self-Determination Theory Perspective
- A Behavioral Economics Perspective on the Overjustification Effect: Crowding-In and Crowding-Out of Intrinsic Motivation
- Passion for Work: Determinants and Outcomes
- The Foundation of Autonomous Motivation in the Workplace: An Attachment Perspective
- Contingent Self-Esteem: A Review and Applications to Organizational Research
- Person-Environment Fit and Self-Determination Theory
- The Motivational Power of Job Design
- Compensation and Work Motivation: Self-Determination Theory and the Paradigm of Motivation through Incentives
- Self-Determination Theory and Workplace Training and Development
- Self-Determination and Job Stress
- Self-Determination as a Nutriment for Thriving: Building an Integrative Model of Human Growth at Work
- Emotional Labor through the Lens of Self-Determination Theory
- Understanding Why Employees Behave Safely from a Self-Determination Theory Perspective
- Understanding Workplace Violence: The Contribution of Self-Determination Theory
- Encouraging Environmental Actions in Employees and in the Working Environment: A Self-Determination Theory Perspective
- Translating Research Results in Economic Terms: An Application of Economic Utility Analysis Using SDT-Based Interventions
- Teacher Motivation
- At the Interface of Work and Health: A Consideration of the Health Gradient using Self-Determination Theory
- What is a Functional Relationship to Money and Possessions?
- Development, Changes and Consolidation of Values and Goals in Business and Law Schools: The Dual Valuing Process Model
- A Self-Determination Theory Approach to Goals
- Self-Determination Theory in the Work Domain: This is Just the Beginning
Abstract and Keywords
Teacher motivation involves both the desire to teach and one’s interpersonal style toward students while doing so. A teacher’s own personal motivation resolves around the extent of psychological need satisfaction experienced during the act of teaching, and it manifests itself in terms of teacher enthusiasm and job satisfaction. A teacher’s motivating style toward students revolves around what teachers say and do during instruction to motivate students to engage in learning activities, and it manifests itself in terms of autonomy-supportive versus controlling teaching. Because meaningful benefits accrue to both students and teachers when teachers give autonomy support, this essay first identifies what autonomy-supportive teachers uniquely say and do during instruction and then explains how teachers can purposively become more autonomy supportive toward students. The essay concludes by addressing the practical question of whether autonomy support is realistic and easy to implement and by offering directions for future research on teacher motivation.
Johnmarshall Reeve received his PhD from Texas Christian University and completed postdoctoral work at the University of Rochester. He is a WCU Professor in the Department of Education at Korea University, Seoul, South Korea. His research interests center on the empirical study of all aspects of human motivation and emotion, though he has a particular emphasis on teachers’ motivating styles toward students. He has published 50 journal articles and book chapters in outlets such as the Journal of Educational Psychology, Motivation and Emotion, and Educational Psychologist. For his work, he received the Thomas N. Urban Research Award from the FINE Foundation for the outstanding paper of the year that shows how research can be used to enhance educational practice. He has published three books, including Understanding Motivation and Emotion. He currently sits on two editorial boards and serves as the editor-in-chief for Motivation and Emotion.
Yu-Lan Su, University of Iowa
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