Johnmarshall Reeve
Affiliations: | Psychological & Quantitative Foundations | University of Iowa, Iowa City, IA |
Area:
Educational Psychology Education, Elementary EducationGoogle:
"Johnmarshall Reeve"Mean distance: 17811
Children
Sign in to add trainee| Patricia L. Hardre | grad student | 2002 | University of Iowa |
| Kristen R. Anguiano | grad student | 2006 | University of Iowa |
| Leslie A. Forstadt | grad student | 2006 | University of Iowa |
| Soohyun Jeon | grad student | 2007 | University of Iowa |
| Chin-Fang Huang | grad student | 2010 | University of Iowa |
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Publications
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| Liu WC, Kong LC, Wang CKJ, et al. (2023) A qualitative study into the personal factors influencing secondary school teachers' motivating styles. Frontiers in Psychology. 14: 1127090 |
| Cheon SH, Reeve J, Marsh HW, et al. (2023) Cluster randomized control trial to reduce peer victimization: An autonomy-supportive teaching intervention changes the classroom ethos to support defending bystanders. The American Psychologist |
| Cheon SH, Reeve J, Marsh HW. (2023) Autonomy-Supportive Teaching Enhances Prosocial and Reduces Antisocial Behavior via Classroom Climate and Psychological Needs: A Multilevel Randomized Control Intervention. Journal of Sport & Exercise Psychology. 45: 26-40 |
| Marsh HW, Reeve J, Guo J, et al. (2022) Overcoming Limitations in Peer-Victimization Research That Impede Successful Intervention: Challenges and New Directions. Perspectives On Psychological Science : a Journal of the Association For Psychological Science. 17456916221112919 |
| Reeve J, Cheon SH, Yu TH. (2020) An Autonomy-Supportive Intervention to Develop Students' Resilience by Boosting Agentic Engagement. International Journal of Behavioral Development. 44: 325-338 |
| Liu WC, Wang CKJ, Reeve J, et al. (2020) What Determines Teachers’ Use of Motivational Strategies in the Classrooms? A Self-Determination Theory Perspective: Journal of Education. 200: 185-195 |
| Reeve J, Shin SH. (2020) How teachers can support students’ agentic engagement Theory Into Practice. 59: 150-161 |
| Jang H, Reeve J, Cheon SH, et al. (2020) Dual processes to explain longitudinal gains in physical education students’ prosocial and antisocial behavior: Need satisfaction from autonomy support and need frustration from interpersonal control. Sport, Exercise, and Performance Psychology. 9: 471-487 |
| Cheon SH, Reeve J, Vansteenkiste M. (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 |
| Bhavsar N, Bartholomew KJ, Quested E, et al. (2020) Measuring psychological need states in sport: Theoretical considerations and a new measure Psychology of Sport and Exercise. 47: 101617 |