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The last 5 uploaded publications
Effects of a Dual-Approach Instruction on Students’ Science Achievement and Motivation
Munirah Shaik Kadir, Alexander Seeshing Yeung, Richard M. Ryan, Anne Forbes, Thierno Diallo (2018). Effects of a Dual-Approach Instruction on Students’ Science Achievement and Motivation. Educational Psychology Review, 32(2), pp. 571-602, DOI: 10.1007/s10648-018-9449-3.
Article168 days agoA classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.
Asghar Ahmadi, Michael Noetel, Philip D. Parker, Richard M. Ryan, Nikos Ntoumanis, Johnmarshall Reeve, Mark R. Beauchamp, Theresa Dicke, Alexander Seeshing Yeung, Malek Ahmadi, Kimberley J. Bartholomew, Thomas K. F. Chiu, Thomas Curran, Gökçe Erturan, Barbara Flunger, Christina M. Frederick, John Mark Froiland, David González‐Cutre, Leen Haerens, Lucas M. Jeno, Andre Koka, Christa Krijgsman, Jody L. Langdon, Rhiannon Lee White, David Litalien, David R. Lubans, John Mahoney, Ma. Jenina N. Nalipay, Erika A. Patall, Dana Perlman, Eleanor Quested, Sascha Schneider, Martyn Standage, Kim Stroet, Damien Tessier, Cecilie Thøgersen‐Ntoumani, Henri Tilga, Diego Itiberê Cunha Vasconcellos, Chris Lonsdale (2023). A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions.. Journal of Educational Psychology, 115(8), pp. 1158-1176, DOI: 10.1037/edu0000783.
Article168 days agoThe importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organisation
Youyan Nie, Bee Leng Chua, Alexander Seeshing Yeung, Richard M. Ryan, Wai Yen Chan (2014). The importance of autonomy support and the mediating role of work motivation for well-being: Testing self-determination theory in a Chinese work organisation. International Journal of Psychology, 50(4), pp. 245-255, DOI: 10.1002/ijop.12110.
Article168 days agoA Classification System for Teachers’ Motivational Behaviours Recommended in Self-Determination Theory Interventions
Asghar Ahmadi, Michael Noetel, Philip D. Parker, Richard M. Ryan, Nikos Ntoumanis, Johnmarshall Reeve, Mark R. Beauchamp, Theresa Dicke, Alexander Seeshing Yeung, Malek Ahmadi, Kimberley J. Bartholomew, Thomas K. F. Chiu, Thomas Curran, Gökçe Erturan, Barbara Flunger, Christina M. Frederick, John Mark Froiland, David González‐Cutre, Leen Haerens, Lucas M. Jeno, Andre Koka, Christa Krijgsman, Jody L. Langdon, Rhiannon Lee White, David Litalien, David R. Lubans, John Mahoney, Ma. Jenina N. Nalipay, Erika A. Patall, Dana Perlman, Eleanor Quested, Sascha Schneider, Martyn Standage, Kim Stroet, Damien Tessier, Cecilie Thøgersen‐Ntoumani, Henri Tilga, Diego Itiberê Cunha Vasconcellos, Chris Lonsdale (2022). A Classification System for Teachers’ Motivational Behaviours Recommended in Self-Determination Theory Interventions. , DOI: 10.31234/osf.io/4vrym.
Preprint168 days agoThe multidimensional student well-being (MSW) instrument: Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students
Rhonda Craven, Herbert W. Marsh, Alexander Seeshing Yeung, Diego Itiberê Cunha Vasconcellos, Anthony Dillon, Richard M. Ryan, Janet Mooney, Alicia Franklin, Lily Barclay, Annalies van Westenbrugge (2024). The multidimensional student well-being (MSW) instrument: Conceptualisation, measurement, and differences between Indigenous and non-Indigenous primary and secondary students. Contemporary Educational Psychology, 77, pp. 102274-102274, DOI: 10.1016/j.cedpsych.2024.102274.
Article119 days ago