Self-determination theory is one of the most established motivational theories both within second language learning and beyond. This theory has generated several mini-theories, namely: organismic integration theory, cognitive evaluation theory, basic psychological needs theory, goal contents theory, causality orientations theory, and relationships motivation theory. After providing an up-to-date account of these mini-theories, we present the results of a systematic review of empirical second language research into self-determination theory over a 30-year period (k = 111). Our analysis of studies in this report pool showed that some mini-theories were well-represented while others were underrepresented or absent from the literature. We also examined this report pool to note trends in research design, operationalization, measurement, and application of self-determination theory constructs. Based on our results, we highlight directions for future research in relation to theory and practice.
AeltermanN.VansteenkisteM.SoenensB., et al. (2019). Toward a fine-grained understanding of the components of need-supportive and need-thwarting teaching: The merits of a gradual approach. Journal of Educational Psychology, 111, 497–521.
2.
AgawaT.TakeuchiO. (2017). Examining the validation of a newly developed motivation questionnaire: Applying self-determination theory in the Japanese university EFL context. JACET Journal, 61, 1–21.
3.
AlamerA. (2021). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge: A comprehensive model. Studies in Second Language Acquisition, 44, 164–184.
4.
AlamerA.LeeJ. (2019). A motivational process model explaining L2 Saudi students’ achievement of English. System, 87, 102133.
5.
AlamerA.LeeJ. (2021). Language achievement predicts anxiety and not the other way around: A cross-lagged panel analysis approach. Language Teaching Research. Epub ahead of print 22July2021. DOI: 10.1177/13621688211033694.
6.
Al-HoorieA.H. (2018). The L2 motivational self system: A meta-analysis. Studies in Second Language Learning and Teaching, 8, 721–754.
7.
Al-HoorieA.H.HiverP. (2020). The fundamental difference hypothesis: Expanding the conversation in language learning motivation. SAGE Open, 10(3).
8.
Al-HoorieA.H.VittaJ.P. (2019). The seven sins of L2 research: A review of 30 journals’ statistical quality and their citescore, SJR, snip, JCR Impact Factors. Language Teaching Research, 23, 727–744.
9.
Al-HoorieA.H.HiverP.KimT.-Y.De CostaP.I. (2021a). The identity crisis in language motivation research. Journal of Language and Social Psychology, 40, 136–153.
10.
Al-HoorieA.H.HiverP.Larsen-FreemanD.LowieW. (2021b). From replication to substantiation: A complexity theory perspective. Language Teaching. Epub ahead of print 23November2021. DOI: 10.1017/S0261444821000409.
11.
AmouraC.BerjotS.GilletN.AltintasE. (2013). Desire for control, perception of control: their impact on autonomous motivation and psychological adjustment. Motivation and Emotion, 38, 323–335.
12.
AssorA.KaplanH.RothG. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261–278.
13.
AssorA.RothG.DeciE.L. (2004). The emotional costs of parents’ conditional regard: A self-determination theory analysis. Journal of Personality, 72, 47–88.
14.
BlackA.E.DeciE.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.
15.
BooZ.DörnyeiZ.RyanS. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145–157.
16.
BureauJ.S.HowardJ.L.ChongJ.X.Y.GuayF. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92, 46–72.
17.
BusseV. (2013). Why do first-year students of German lose motivation during their first year at university?Studies in Higher Education, 38, 951–971.
18.
BusseV.WalterC. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. The Modern Language Journal, 97, 435–456.
19.
ButlerY.G. (2015). Parental factors in children’s motivation for learning English: A case in China. Research Papers in Education, 30, 166–193.
20.
CarreiraJ.M. (2012). Motivational orientations and psychological needs in EFL learning among elementary school students in Japan. System, 40, 191–202.
21.
CerasoliC.P.NicklinJ.M.FordM.T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140, 980–1008.
22.
ChanalJ.GuayF. (2015). Are autonomous and controlled motivations school-subjects-specific?PLoS ONE, 10, e0134660.
23.
ChenB.VansteenkisteM.BeyersW., et al. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39, 216–236.
24.
ChenC.GongX.WangJ.GaoS. (2021). Does need for relatedness matter more? The dynamic mechanism between teacher support and need satisfaction in explaining Chinese school children’s regulatory styles. Learning and Individual Differences, 92, 102083.
25.
ChenK.-C.JangS.-J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26, 741–752.
26.
CheonS.H.ReeveJ.VansteenkisteM. (2020). When teachers learn how to provide classroom structure in an autonomy-supportive way: Benefits to teachers and their students. Teaching and Teacher Education, 90, 103004.
27.
ChirkovV.I. (2009). A cross-cultural analysis of autonomy in education: A self-determination theory perspective. Theory and Research in Education, 7, 253–262.
28.
DavisW.S. (2020). Encouraging continued university foreign language study: A self-determination theory perspective on programme growth. The Language Learning Journal, 50, 29–44.
29.
DeciE.L. (1972). The effects of contingent and noncontingent rewards and controls on intrinsic motivation. Organizational Behavior and Human Performance, 8, 217–229.
30.
DeciE.L.RyanR.M. (1985a). Intrinsic motivation and self-determination in human behavior. Plenum.
31.
DeciE.L.RyanR.M. (1985b). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109–134.
32.
DeciE.L.RyanR.M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.
33.
DeciE.L.KoestnerR.RyanR.M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668.
34.
DeciE.L.RyanR.M.GagnéM., et al. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27, 930–942.
35.
DeciE.L.La GuardiaJ.G.MollerA.C.ScheinerM.J.RyanR.M. (2006). On the benefits of giving as well as receiving autonomy support: Mutuality in close friendships. Personality and Social Psychology Bulletin, 32, 313–327.
36.
DincerA.YesilyurtS.NoelsK.A.Vargas LascanoD.I. (2019). Self-determination and classroom engagement of EFL learners: A mixed-methods study of the self-system model of motivational development. SAGE Open, 9(2).
37.
DörnyeiZ.UshiodaE. (2021). Teaching and researching motivation. 3rd edition.Routledge.
38.
DuriezB. (2011). The social costs of extrinsic relative to intrinsic goal pursuits revisited: The moderating role of general causality orientation. Personality and Individual Differences, 50, 684–687.
39.
FredricksJ.A.BlumenfeldP.ParisA.H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59–109.
40.
FryerL.K.Oga-BaldwinW.L.Q. (2019). Succeeding at junior high school: Students’ reasons, their reach, and the teaching that h(inders)elps their grasp. Contemporary Educational Psychology, 59, 101778.
41.
FryerL.K.BoveeH.N.NakaoK. (2014). E-learning: Reasons students in language learning courses don’t want to. Computers and Education, 74, 26–36.
42.
FurrerC.J.SkinnerE.A. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95, 148–162.
43.
GardnerR.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
44.
GilletN.MorinA.J.S.ReeveJ. (2017). Stability, change, and implications of students’ motivation profiles: A latent transition analysis. Contemporary Educational Psychology, 51, 222–239.
45.
GrolnickW.S.RyanR.M.DeciE.L. (1991). Inner resources for school achievement: Motivational mediators of children’s perceptions of their parents. Journal of Educational Psychology, 83, 508–517.
46.
GuayF.RatelleC.LaroseS.VallerandR.J.VitaroF. (2013). The number of autonomy-supportive relationships: Are more relationships better for motivation, perceived competence, and achievement?Contemporary Educational Psychology, 38, 375–382.
47.
GuayF.MorinA.J.S.LitalienD.ValoisP.VallerandR.J. (2014). Application of exploratory structural equation modeling to evaluate the academic motivation scale. The Journal of Experimental Education, 83, 51–82.
48.
HaggerM.S.HamiltonK. (2020). General causality orientations in self-determination theory: Meta-analysis and test of a process model. European Journal of Personality, 35, 710–735.
49.
HaggerM.S.RentzelasP.ChatzisarantisN.L.D. (2013). Effects of individualist and collectivist group norms and choice on intrinsic motivation. Motivation and Emotion, 38, 215–223.
50.
HenrichJ.HeineS.NorenzayanA. (2010). The weirdest people in the world?Behavioral and Brain Sciences, 33, 61–83.
51.
HenryA. (2021). Motivational connections in language classrooms: A research agenda. Language Teaching Research, 54, 221–235.
52.
HiromoriT. (2003). What enhances language learners’ motivation?: High school English learners’ motivation from the perspective of self-determination theory. JALT Journal, 25, 173–186.
53.
HiverP.Al-HoorieA.H.EvansR. (2021a). Complex dynamic systems theory in language learning: A scoping review of 25 years of research. Studies in Second Language Acquisition. Epub ahead of print 31August2021. DOI: 10.1017/S0272263121000553.
54.
HiverP.Al-HoorieA.H.MercerS. (Eds.). (2021b). Student engagement in the language classroom. Multilingual Matters.
55.
HiverP.Al-HoorieA.H.VittaJ.P.WuJ. (2021c). Engagement in language learning: A systematic review of 20 years of research methods and definitions. Language Teaching Research. Epub ahead of print 24March2021. DOI: 10.1177/13621688211001289.
56.
HowardJ.L.BureauJ.S.GuayF.ChongJ.X.Y.RyanR.M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16, 1300–1323.
57.
IyengarS.S.LepperM.R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349–366.
58.
JangH.KimE.J.ReeveJ. (2012). Longitudinal test of self-determination theory’s motivation mediation model in a naturally occurring classroom context. Journal of Educational Psychology, 104, 1175–1188.
59.
JangH.ReeveJ.DeciE.L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 103, 588–600.
60.
JangH.KimE.J.ReeveJ. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27–38.
61.
JangH.ReeveJ.HalusicM. (2016). A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students’ preferred ways. The Journal of Experimental Education, 84, 686–701.
62.
JangH.ReeveJ.RyanR.M.KimA. (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.
63.
JiangM.Y.-C.JongM.S.-Y.LauW.W.-F., et al. (2020). A scoping review on flipped classroom approach in language education: Challenges, implications and an interaction model. Computer Assisted Language Learning. Epub ahead of print 9July2020. DOI: 10.1080/09588221.2020.1789171.
64.
JoeH.-K.HiverP.Al-HoorieA.H. (2017). Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings. Learning and Individual Differences, 53, 133–144.
65.
KaplanH. (2018). Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychology of Education, 21, 223–255.
66.
KarbakhshR.SafaM.A. (2020). Basic psychological needs satisfaction, goal orientation, willingness to communicate, self-efficacy, and learning strategy use as predictors of second language achievement: A structural equation modeling approach. Journal of Psycholinguistic Research, 49, 803–822.
67.
KasserT.RyanR.M. (1996). Further examining the American dream: Differential correlates of intrinsic and extrinsic goals. Personality and Social Psychology Bulletin, 22, 280–287.
68.
KatzI.AssorA. (2006). When choice motivates and when it does not. Educational Psychology Review, 19, 429–442.
69.
KhajavyG.H.GhonsoolyB.FatemiA.H.ChoiC.W. (2016). Willingness to communicate in English: A microsystem model in the Iranian EFL classroom context. TESOL Quarterly, 50, 154–180.
70.
KhongH.K.KabilanM.K. (2020). A theoretical model of micro-learning for second language instruction. Computer Assisted Language Learning. Epub ahead of print 11September2020. DOI: 10.1080/09588221.2020.1818786.
71.
KingR.B.McInerneyD.M. (2014). Culture’s consequences on student motivation: Capturing cross-cultural universality and variability through personal investment theory. Educational Psychologist, 49, 175–198.
72.
KuhbandnerC.AslanA.EmmerdingerK.MurayamaK. (2016). Providing extrinsic reward for test performance undermines long-term memory acquisition. Frontiers in Psychology, 7, 00079.
73.
KwanB.M.HooperA.E.C.MagnanR.E.BryanA.D. (2011). A longitudinal diary study of the effects of causality orientations on exercise-related affect. Self and Identity, 10, 363–374.
74.
LambM. (2017). The motivational dimension of language teaching. Language Teaching, 50, 301–346.
75.
LeeM.BongM. (2019). Relevance of goal theories to language learning research. System, 86, 102122.
76.
LeeE.HarrisR.L.W. (2018). The effects of online glossary quizzes and student autonomy on domain vocabulary learning in business law. Journal of Computing in Higher Education, 30, 326–343.
77.
LegaultL.Green-DemersI.PelletierL.G. (2006). Why do high school students lack motivation in the classroom? Toward an understanding of academic amotivation and the role of social support. Journal of Educational Psychology, 98, 567–582.
78.
LiuM.Oga-BaldwinW.L.Q. (2022). Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106, 102762.
79.
LouN.M.NoelsK.A. (2020). ‘Does my teacher believe I can improve?’: The role of meta-lay theories in ESL learners’ mindsets and need satisfaction. Frontiers in Psychology, 11, 01417.
80.
MageauG.A.RangerF.JoussemetM., et al. (2015). Validation of the perceived parental autonomy support scale (P-PASS). Canadian Journal of Behavioural Science, 47, 251–262.
81.
MarkusH.R.KitayamaS. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224–253.
MichouA.VansteenkisteM.MouratidisA.LensW. (2014). Enriching the hierarchical model of achievement motivation: Autonomous and controlling reasons underlying achievement goals. British Journal of Educational Psychology, 84, 650–666.
84.
MozgalinaA. (2015). More or less choice? The influence of choice on task motivation and task engagement. System, 49, 120–132.
85.
MynardJ.Shelton-StrongS. (Eds.). (2022). Autonomy support beyond the language learning classroom: A self-determination theory perspective. Multilingual Matters.
86.
NicklinC.PlonskyL. (2020). Outliers in L2 research in applied linguistics: A synthesis and data re-analysis. Annual Review of Applied Linguistics, 40, 26–55.
87.
NishimuraT.BradshawE.L.DeciE.L.RyanR.M. (2020). Satisfaction of basic psychological needs in an interdependence model of fathers’ own aspirations and those of their adolescent children. Social Development, 30, 293–310.
88.
NoelsK.A. (2013). Learning Japanese; learning English: Promoting motivation through autonomy, competence and relatedness. In AppleM.Da SilvaD.FellnerT. (Eds.), Language learning motivation in Japan (pp. 15–34). Multilingual Matters.
89.
NoelsK.A.ClémentR.PelletierL. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83, 23–34.
90.
NoelsK.A.ClémentR.PelletierL. (2001). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57, 424–442.
91.
NoelsK.A.Vargas LascanoD.I.SaumureK. (2019). The development of self-determination across the language course: Trajectories of motivational change and the dynamic interplay of psychological needs, orientations, and engagement. Studies in Second Language Acquisition, 41, 821–851.
92.
NoelsK.A.PelletierL.G.ClémentR.VallerandR.L. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57–85.
93.
NtoumanisN.StandageM. (2009). Motivation in physical education classes: A self-determination theory perspective. Theory and Research in Education, 7, 194–202.
94.
Oga-BaldwinW.L.Q. (2019). Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning. System, 86, 102128.
95.
Oga-BaldwinW.L.Q. (2022). The quality of our connections matters: Relationships motivation theory in independent language learning. In MynardJ.Shelton-StrongS. (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective (Chapter 8). Multilingual Matters.
96.
Oga-BaldwinW.L.Q.FryerL.K. (2018). Schools can improve motivational quality: Profile transitions across early foreign language learning experiences. Motivation and Emotion, 42, 527–545.
97.
Oga-BaldwinW.L.Q.FryerL.K. (2020). Profiles of language learning motivation: Are new and own languages different?Learning and Individual Differences, 79, 101852.
98.
Oga-BaldwinW.L.Q.NakataY. (2015). Structure also supports autonomy: Measuring and defining autonomy-supportive teaching in Japanese elementary foreign language classes. Japanese Psychological Research, 57, 167–179.
99.
Oga-BaldwinW.L.Q.NakataY. (2017). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 65, 151–163.
100.
Oga-BaldwinW.L.Q.NakataY. (2020). How teachers promote young language learners’ engagement: Lesson form and lesson quality. Language Teaching for Young Learners, 2, 101–130.
101.
Oga-BaldwinW.L.Q.NakataY.ParkerP.D.RyanR.M. (2017). Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. Contemporary Educational Psychology, 49, 140–150.
102.
PaeT.-I.ShinS.-K. (2011). Learning and Individual Differences. Learning and Individual Differences, 21, 215–222.
103.
PageM.J.McKenzieJ.E.BossuytP.M., et al. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. British Medical Journal, 372, n71.
104.
PapiM.HiverP. (2020). Language learning motivation as a complex dynamic system: A global perspective of truth, control, and value. The Modern Language Journal, 104, 209–232.
105.
PapiM.HiverP. (2022). Motivation. In LiS.HiverP.PapiM. (Eds.), The Routledge handbook of second language acquisition and individual differences (pp. 113–127). Routledge.
106.
ParrishA. (2020). Modern foreign languages: Decision-making, motivation and 14–19 schools. Cambridge Journal of Education, 50, 469–481.
107.
PintrichP.R.SmithD.GarciaT.McKeachieW. (1993). Predictive validity and reliability of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.
108.
RatelleC.F.SimardK.GuayF. (2012). University students’ subjective well-being: The role of autonomy support from parents, friends, and the romantic partner. Journal of Happiness Studies, 14, 893–910.
109.
ReeveJ. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105, 579–595.
110.
ReeveJ. (2015). Giving and summoning autonomy support in hierarchical relationships. Social and Personality Psychology Compass, 9/8, 406–418.
111.
ReeveJ.CheonS.H. (2021). Autonomy-supportive teaching: Its malleability, benefits, and potential to improve educational practice. Educational Psychologist, 56, 54–77.
112.
ReeveJ.JangH. (2006). What teachers say and do to support students’ autonomy during a learning activity. Journal of Educational Psychology, 98, 209–218.
113.
ReeveJ.LeeW. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of Educational Psychology, 106, 527–540.
114.
ReeveJ.SickeniusB. (1994). Development and validation of a brief measure of the three psychological needs underlying intrinsic motivation: The AFS scales. Educational and Psychological Measurement, 54, 506–515.
115.
ReeveJ.CheonS.H.JangH. (2020). How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power. Contemporary Educational Psychology, 62, 101899.
116.
ReeveJ.VansteenkisteM.AssorA., et al. (2013). The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation. Motivation and Emotion, 38, 93–110.
117.
RogiersA.Van KeerH.MerchieE. (2020). The profile of the skilled reader: An investigation into the role of reading enjoyment and student characteristics. International Journal of Educational Research, 99, 101512.
118.
RyanR.M. (1982). Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology, 43, 450–461.
119.
RyanR.M.ConnellJ.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.
120.
RyanR.M.DeciE.L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
121.
RyanR.M.DeciE.L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
122.
RyanR.M.DeciE.L.VansteenkisteM.SoenensB. (2021). Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior. Motivation Science, 7, 97–110.
123.
SkinnerE.A. (1995). Perceived control, motivation, and coping. SAGE.
124.
SkinnerE.A. (1996). A guide to constructs of control. Journal of Personality and Social Psychology, 71, 549–570.
125.
SkinnerE.A.FurrerC.J.MarchandG.KindermannT.A. (2008). Engagement and disaffection in the classroom: Part of a larger motivational dynamic?Journal of Educational Psychology, 100, 765–781.
126.
SoenensB.VansteenkisteM.Van PetegemS. (2014). Let us not throw out the baby with the bathwater: Applying the principle of universalism without uniformity to autonomy-supportive and controlling parenting. Child Development Perspectives, 9, 44–49.
127.
SudinaE. (2021). Study and scale quality in second language survey research, 2009–2019: The case of anxiety and motivation. Language Learning, 71, 1149–1193.
128.
Sugita-McEownM.McEownK. (2019). The role of parental factors and the self in predicting positive L2 outcomes among Japanese learners of English. Journal of Multilingual and Multicultural Development, 40, 934–949.
129.
Sugita-McEownM.Oga-BaldwinW.L.Q. (2019). Self-determination for all language learners: New applications for formal language education. System, 86, 102124.
130.
Sugita-McEownM.NoelsK.A.SaumureK.D. (2014). Self-determined and integrative orientations and teachers. System, 45, 227–241.
131.
VallerandR.J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. In ZannaM. (Ed.), Advances in experimental social psychology (pp. 271–360). Academic Press.
132.
VallerandR.J.PelletierL.G.BlaisM.R., et al. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52, 1003–1017.
133.
VansteenkisteM.LensW.DeciE.L. (2006). Intrinsic vs. extrinsic goal contents in self-determination theory: Another look at the quality of academic motivation. Educational Psychologist, 41, 19–31.
134.
VansteenkisteM.SimonsJ.LensW.SoenensB.MatosL. (2005). Examining the motivational impact of intrinsic vs. extrinsic goal framing and autonomy-supportive vs. internally controlling communication style on early adolescents’ academic achievement. Child Development, 76, 483–501.
135.
VansteenkisteM.RyanR.M.SoenensB. (2020). Basic psychological need theory: Advancements, critical themes, and future directions. Motivation and Emotion, 44, 1–31.
136.
VansteenkisteM.SierensE.SoenensB.LuyckxK.LensW. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671–688.
137.
VansteenkisteM.SimonsJ.LensW., et al. (2004). Less is sometimes more: Goal content matters. Journal of Educational Psychology, 96, 755–764.
138.
VansteenkisteM.TimmermansT.LensW.SoenensB.Van den BroeckA. (2008). Does extrinsic goal framing enhance extrinsic goal-oriented individuals’ learning and performance? An experimental test of the match perspective vs. self-determination theory. Journal of Educational Psychology, 100, 387–397.
139.
VielufS.GöbelK. (2019). Making intercultural learning in EFL lessons interesting: The role of teaching processes and individual learning prerequisites and their interactions. Teaching and Teacher Education, 79, 1–16.
140.
VittaJ.P.Al-HoorieA.H. (2020). The flipped classroom in second language learning: A meta-analysis. Language Teaching Research. Epub ahead of print 24December2020. DOI: 10.1177/1362168820981403.
141.
VittaJ.P.Al-HoorieA.H. (2021). Measurement and sampling recommendations for L2 flipped learning experiments: A bottom-up methodological synthesis. The Journal of AsiaTEFL, 18, 682–692.
142.
VittaJ.NicklinC.McLeanS. (2021). Effect size-driven sample-size planning, randomization, and multisite use in L2 instructed vocabulary acquisition experimental samples. Studies in Second Language Acquisition. Epub ahead of print 6September2021. DOI: 10.1017/S0272263121000541.
143.
WeinsteinN.PrzybylskiA.K.RyanR.M. (2012). The index of autonomous functioning: Development of a scale of human autonomy. Journal of Research in Personality, 46, 397–413.
144.
WilliamsG.C.DeciE.L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767–779.
145.
ZhangX. (2020). A bibliometric analysis of second language acquisition between 1997 and 2018. Studies in Second Language Acquisition, 42, 199–222.
146.
ZhouS.HiverP.Al-HoorieA.H. (under review). Dynamic engagement: A longitudinal dual-process, reciprocal-effects model of teacher motivational practice and student engagement.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
