Reeve VITA 1

Johnmarshall Reeve
June 2017
VITA

633 Uncho-Useon Hall Current Position: Professor

Department of Education Office telephone: +82-2-3290-2295
Anam-Dong, Seongbuk-Gu e-mail: reeve@korea.ac.kr
Korea University Website 1: http://johnmarshallreeve.org
Seoul 02841, Korea Website 2: bmri.korea.ac.kr

Research Gate: https://www.researchgate.net/profile/Johnmarshall_Reeve

Google Scholar: http://scholar.google.co.uk/citations?user=DFsmvRIAAAAJ&hl=en
Publications: http://johnmarshallreeve.org/publications/journal_articles

EDUCATION
1992, Postdoctoral Research, University of Rochester, Department of Psychology
Research program with Edward L. Deci and Richard M. Ryan's human motivation group.

1986, Ph.D in General Experimental Psychology, Texas Christian University, Dept. of Psychology.
Dissertation: "The role of cooperative cues in increasing the probability of cooperation in
eight situations: A test of the synergy hypothesis"; Advisor: Steven G. Cole.

1985, M.A. in General Experimental Psychology, Texas Christian University, Dept. of Psychology.

1982, B.A., Tennessee Technological University, Department of Psychology

Senior Thesis: "Initiation and regulation of persistence behavior"

PUBLICATIONS
Books
Reeve, J. (2017). Understanding motivation and emotion (7th ed.) Hoboken, NJ: Wiley.

O’Donnell, A., Reeve, J., & Smith, J. (2012). Educational psychology: Reflection for action
(3rd ed.). Hoboken, NJ: Wiley.

Reeve, J. (1996). Motivating others: Nurturing inner motivational resources.

Needham Heights, MA: Allyn & Bacon.
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Book Chapters
Reeve, J., & Lee, W. (2016). Neuroscientific contributions to motivation in education.
In K. R. Wentzel & D. Miele (Eds.), Handbook of motivation at school (2nd ed.).
New York: Routledge.

Reeve, J. (2016). Autonomy-supportive teaching: What it is, how to do it. In J. C. K. Wang,

W. C. Liu, and R. M. Ryan’s (Eds.), Building autonomous learners:
Perspectives from research and practice using self-determination theory
(Chpt 5, pp. 129-152). New York: Springer.

Reeve, J., Lee, W., & Won, S. (2015). Interest as emotion, as affect, and as schema.
In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and
science learning (pp. 79-92). Washington DC: American Educational
Research Association.

Reeve, J. (2015). Rewards. In E. T. Emmer & E. J. Sabornie’s (Eds.),

Handbook of classroom management (2nd ed.; pp. 496-515).
Philadelphia, PA: Taylor & Francis.

Reeve, J., & Cheon, H. S. (2014). An intervention-based program of research on teachers’

motivating styles. In S. Karabenick & T. Urdan’s (Eds.) Advances in motivation
and achievement: Motivational interventions (Vol. 18, pp. 293-339).
Bingley, United Kingdom: Emerald Group Publishing.

Reeve, J., & Su, Y.-L. (2014). Teacher motivation. In M. Gagne’ (Ed.),
The Oxford handbook of workplace motivation (Chpt. 21, pp. 349-362).
New York: Oxford University Press.

Veiga, F. H., Reeve, J., Wentzel, K., & Robu, V. (2014). Assessing students’ engagement:
A review of instruments with psychometric qualities. In F. H. Veiga’s (Ed.),
First International Congress of Student Engagement at School: Perspectives from
psychology and education (pp. 38-57). Lisbon, Portugal: Instituto de Educação da
Universidade de Lisboa.

Reeve, J. (2012). A self-determination theory perspective on student engagement.

In S. L. Christenson, A. Reschly, & C. Wylie (Eds.), Handbook of research on
Student engagement (Chpt. 7, pp. 149-172). New York: Springer.

Reeve, J., & Lee, W. (2012). Neuroscience and human motivation. In R. M. Ryan (Ed.),
The Oxford handbook of motivation (Chpt. 21, pp. 365-380). New York:
Oxford University Press.

Renwick, J. M., & Reeve, J. (2012). Supporting motivation in music education.

In G. McPherson & G. Welsh’s (Eds.), The Oxford handbook of music education
(Chpt. 8, pp. 143-162). New York: Oxford University Press.
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Reeve, J. (2011). Teaching in ways that support students’ autonomy. In D. Mashek & E.
Hammer (Eds.), Enhancing teaching and learning (Chpt. 5, pp. 90-103).
Hoboken, NJ: Wiley-Blackwell.

Reeve, J., & Assor, A. (2011). Do social institutions necessarily suppress personal autonomy?
The possibility of schools as autonomy promoting contexts across the world.
In V. Chirkov, R. M. Ryan, & K. Sheldon (Eds.), Personal autonomy in cultural
contexts: Global perspectives on the psychology of agency, freedom, and people's
well-being (Chpt. 6, pp. 111-132). New York: Springer.

Reeve, J. (2011). Blending motivation, emotion, affect, and cognition.

In S. Masmoudi & A. Naceur (Eds.), Cognition, emotion, and motivation. (pp. 361-362).
Brussels, Belgium: De Boeck.

Reeve, J. (2010). How do I motivate others? The concept of motivating style.

In J. M. D. Gomez & E. G. Armas (Ed.), Motivacion y emocion: Investigaciones actuales
(pp. 15-28). Universidad de la Laguna: Servicio de Publicaciones.

Reeve, J., Ryan, R. M., Deci, E. L., & Jang, H. (2007). Understanding and promoting
autonomous self-regulation: A self-determination theory perspective. In D. Schunk &
B. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and
application. (Chpt. 9, pp. 223-244). Mahwah, NJ: Lawrence Erlbaum.

Reeve, J. (2006). Extrinsic rewards and inner motivations. In C. Weinstein & T. L. Good (Eds.),
Handbook of classroom management: Research, practice, and contemporary issues
(Chpt. 24, pp. 645-664). Hillsdale, NJ: Lawrence Erlbaum.

Reeve, J., Deci, E. L., & Ryan, R. M. (2004). Self-determination theory: A dialectical framework
for understanding the socio-cultural influences on student motivation. In D. McInerney
& S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning:
Big theories revisited (Vol. 4, pp. 31-59). Greenwich, CT: Information Age Press.

Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci &

R. M. Ryan’s (Eds.), Handbook of self-determination research (pp. 183-202).
Rochester, NY: Rochester University Press.

Book Chapters in Preparation

Reeve, J., Ryan, R. M., & Deci, E. L. (2017). Self-Determination Theory: Understanding the
sociocultural factors that support and thwart students’ motivation and engagement.
In D. M. McInerney & S. Van Etten (Eds.) Big theories revisited 2: Research on
sociocultural
influences on motivation and learning. Greenwich, CT: Information Age Publishing.

Reeve, J., Cheon, S. H., & Jang, H.-R. (2017). Teacher-focused interventions to enhance students’
 Reeve VITA 4

classroom engagement. In J. Fredricks & A. L. Reschly (Eds.), Handbook of student

engagement interventions: Working with disengaged youth. New Jersey: Elsevier.
Journal Articles (Referred)
Lee, W., & Reeve, J. (2017). Identifying the neural substrates of intrinsic motivation during task
performance. Cognitive, Affective, and Behavioral Neuroscience.

Cheon, S. H., Reeve, J., & Vansteenkiste, M. (2017). An intervention to enhance both autonomy
support and structure in physical education teachers’ classroom motivating style.
Journal of Teaching in Physical Education.

Reeve, J. (2016). A grand theory of motivation: Why not? Motivation and Emotion, 40, 31-35.

Reeve, J., & Cheon, S. H. (2016). Teachers become more autonomy supportive after they believe
it is easy to do. Psychology of Sport and Exercise, 22, 178-189.

Jang, H., Kim, E.-J., & Reeve, J. (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.

Jang, H., Reeve, J., & Halusic, M. (2016). A new autonomy-supportive way of teaching that
increases conceptual learning: Teaching in students’ preferred ways.
Journal of Experimental Education, 84(4), 686-701.

Hagger, M. S., Sultan, S., Hardcastle, S. J., Reeve, J., Patall, E. A., Fraser, B., Hamilton, K., &
Chatzisarantis, N. L. D. (2016). Applying the integrated trans-contextual model to
mathematics activities in the classroom and homework behavior and attainment.
Learning and Individual Differences, 45, 166-175.

Cheon, S. H., Reeve, J., & Song, Y.-G. (2016). A teacher-focused intervention to decrease PE
students’ amotivation by increasing need satisfaction and decreasing need frustration.
Journal of Sport and Exercise Psychology, 38, 217-235.

Reeve, J. (2015). Giving and summoning autonomy support in hierarchical relationships.

Social and Personality Psychology Compass, 9(8), 406-418.

Cheon, S. H., & Reeve, J. (2015). A classroom-based intervention to help teachers decrease
students’ amotivation. Contemporary Educational Psychology, 40, 99-111.

Cheon, S. H., Reeve, J., Lee, J., & Lee, Y. (2015). Giving and receiving autonomy support in a
high-stakes sport context: A field-based experiment during the 2012 London Paralympic
Games. Psychology of Sport and Exercise, 19, 59-69.

Veiga, F. H., Garcia, F., Reeve, J., Wentzel, K., & Garcia, O. (2015). When adolescents with
high self-concept lose their engagement in school [Cuando se pierde la motivación escolar
de los adolescents con mejor autoconcepto]. Revista de Psicondidactica, 20(2), 305-320.
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Cheon, S. H., Reeve, J., Yu, T. H., & Jang, H.-R. (2014). The teacher benefits from giving
autonomy support during physical education instruction. Journal of Sport and Exercise
Psychology, 36, 331-346.

Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in
classroom motivation. Journal of Educational Psychology, 106, 527-540.

Reeve, J., Vansteenkiste, M., Assor, A., Ahmad, I., Cheon, S. H., Jang, H., Kaplan, H., Moss, J. D.,
Olaussen, B. S., & Wang, C. K. J. (2014). The beliefs that underlie autonomy-supportive
and controlling teaching: A multinational investigation.
Motivation and Emotion, 38, 93-110.

Reeve, J. (2013). How students create motivationally supportive learning environments

for themselves: The concept of agentic engagement. Journal of Educational Psychology,
105, 579-595.

Lee. W., & Reeve, J. (2013). Self-determined, but not non-self-determined, motivation
predicts activations in the anterior insular cortex: an fMRI study of personal agency.
Social, Cognitive, and Affective Neuroscience, 8, 538-545. doi: 10.1093/scan/nss029.

Cheon, S. H., & Reeve, J. (2013). Do the benefits from autonomy-supportive PE teacher
training programs endure? A one-year follow-up investigation. Psychology of Sport
and Exercise, 14, 508-518.

Weber-Gasparoni, K., Reeve, J., Ghosheh, N., Warren, J. J., Drake, D. R., Kramer, K. W. O.,
& Dawson, D. V. (2013). An effective psychoeducational intervention for ECC
prevention—Part 1. Pediatric Dentistry, 35(3), 241-246.

Weber-Gasparoni, K., Warren, J. J., Reeve, J., Drake, D. R., Kramer, K. W. O., & Dawson, D. V.
(2013). An effective psychoeducational intervention for ECC prevention—Part 2.
Pediatric Dentistry, 35(3), 247-251.

Jang, H., Kim, E. J., & Reeve, J. (2012). Longitudinal test of self-determination theory’s
motivation mediation model in a naturally-occurring classroom context.
Journal of Educational Psychology, 104, 1175-1188.

Lee, W., & Reeve, J. (2012). Teacher’s estimates of their students’ motivation and engagement:
Being in synch with students. Educational Psychology, 32, 727-747.

Cheon, S. H., Reeve, J., & Moon, I. S. (2012). Experimentally based, longitudinally designed,
teacher-focused intervention to help physical education teachers be more autonomy
supportive toward their students. Journal of Sport and Exercise Psychology, 34, 365-396.

Lee, W., Reeve, J., Xue, Y., & Xiong, J. (2012). Neural differences between intrinsic reasons for
doing versus extrinsic reasons for doing: an fMRI study. Neuroscience Research, 73, 68-72.
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Weber-Gasparoni, K., Goebel, B. M., Drake, D. R., Kramer, K. W. O., Warren, J. J., Reeve, J.,
& Dawson, D. V. (2012). Factors associated with mutans streptococci among young
WIC-enrolled children. Journal of Public Health Dentistry, 72, 269-278.

Reeve, J. (2012). Editorial. Motivation and Emotion, 36, 101-102.

Reeve, J., & Tseng, C.-M. (2011). Agency as a fourth aspect of students’ engagement
during learning activities. Contemporary Educational Psychology, 36, 257-267.

Reeve, J., & Tseng, C.-M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology
of being controlled versus supporting autonomy. Motivation and Emotion, 35, 63-74.

Su, Y., & Reeve, J. (2011). A meta-analysis of the effectiveness of intervention programs
designed to support autonomy. Educational Psychology Review, 23, 159-188.

Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not
autonomy support or structure, but autonomy support and structure. Journal of
Educational Psychology, 102, 588-600.

Reeve, J. (2009). Why teachers adopt a controlling motivating style toward students and how
they can become more autonomy supportive. Educational Psychologist, 44, 159-178.

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.

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
South Korean adolescents? Journal of Educational Psychology, 101, 644-661.

Hardre, P. L., & Reeve, J. (2009). Training corporate managers to adopt a more autonomy-
supportive motivating style toward employees: An intervention study.
International Journal of Training Development, 13, 165-184.

Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their
students benefit. Elementary School Journal, 106, 225-236.

Reeve, J., & Jang, H. (2006). What teachers say and do to support students’ autonomy during
learning activities. Journal of Educational Psychology, 98, 209-218.

Reeve, J. (2006). Autonomy, volitional motivation, and wellness. Motivation and Emotion, 30, 257-258.

Isen, A. M., & Reeve, J. (2005). The influence of positive affect on intrinsic and extrinsic
motivation: Facilitating enjoyment of play, responsible work behavior, and self-control.
Motivation and Emotion, 29, 295-323.
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Reeve, J., Jang, H., Carrell, D., Jeon, S., & Barch, J. (2004). Enhancing high school students’
engagement by increasing their teachers’ autonomy support. Motivation and Emotion,
28, 147-169.
Reeve, J., Nix, G., & Hamm, D. (2003). The experience of self-determination in intrinsic
motivation and the conundrum of choice. Journal of Educational Psychology, 95, 375-392.

Hardre, P., & 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.

Cai, Y., Reeve, J., & Robinson, D. T. (2002). Home schooling and teaching style:
Comparing the motivating styles of home school and public school teachers.
Journal of Educational Psychology, 94, 372-380.

Reeve, J., Jang, H., Hardre, P., & Omura, M. (2002). Providing a rationale in an autonomy-
supportive way as a motivational strategy to motivate others during an uninteresting
activity. Motivation and Emotion, 26, 183-207.

Reeve, J., Bolt, E., & Cai, Y. (1999). How autonomy-supportive teachers teach and motivate
students. Journal of Educational Psychology, 91, 537-548.
Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable?
Contemporary Educational Psychology, 23, 312-330.

Reeve, J., & Nix, G. (1997). Expressing intrinsic motivation through acts of exploration and
facial displays of interest. Motivation and Emotion, 21, 237-250.

Reeve, J., & Deci, E. L. (1996). Elements of the competitive situation that affect intrinsic
motivation. Personality and Social Psychology Bulletin, 22, 24-33.

Reeve, J., & Sickenius, B. (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.

Williams, G. C., Wiener, M. W., Markakis, K. M., Reeve, J., & Deci, E. L. (1994). Medical
students' motivation for internal medicine. Journal of General Internal Medicine, 9, 327-333.

Reeve, J. (1993). The face of interest. Motivation and Emotion, 17, 353-375.

Reeve, J. (1989). The interest-enjoyment distinction in intrinsic motivation.

Motivation and Emotion, 13, 83-103.

Reeve, J. (1989). The acquisition and extinction of four experiential states in intrinsic
motivation. Journal of Social Psychology, 129, 841-854.

Reeve, J., Olson, B. C., & Cole, S. G. (1987). Intrinsic motivation in competition:
The intervening role of four individual differences following objective competence
information. Journal of Research in Personality, 21, 148-170.
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Reeve, J., & Cole, S. G. (1987). Theory development in intrinsic motivation research:
The excitement continues. Journal of Social Behavior and Personality, 2, 279-290.

Reeve, J., & Cole, S. G. (1987). Integration of affect and cognition in intrinsic motivation.
Journal of Psychology, 121, 441-449.

Reeve, J., & Robinson, D. T. (1987). Towards a reconceptualization of intrinsic motivation:

Correlates and factor structure of the Activity-Feeling Scale. Journal of Social Behavior
and Personality, 2, 23-36.

Reeve, J., Cole, S. G., & Olson, B. C. (1986). The Zeigarnik effect and intrinsic motivation:
Are they the same? Motivation and Emotion, 10, 231-243.

Reeve, J., Cole, S. G., & Olson, B. C. (1986). Adding excitement to intrinsic motivation
research. Journal of Social Behavior and Personality, 1, 349-363.

Reeve, J., Olson, B. C., & Cole, S. G. (1985). Motivation and performance: Two consequences
of winning and losing in competition. Motivation and Emotion, 9, 291-298.

Journal Articles (Non-Referred)

Reeve, J. (2013). Editorial. Motivation and Emotion, 37, 1.

Reeve, J. (2008). Autonomy support. In E. Anderman (Ed.), Psychology of classroom learning:

An encyclopedia. Detroit: Macmillian Reference USA.

Reeve, J. (2008). Reinforcement. In E. Anderman (Ed.), Psychology of classroom learning:

An encyclopedia. Detroit: Macmillian Reference USA.

Reeve, J. (2008). Autonomy support. InSpine.

Reeve, J. (2000). How can I motivate my students to put forth effort on uninteresting, yet
important, lessons? Psychology Teacher Network, 10, 7-8.

Reeve, J. (1991). What is an emotion? Wait--Don't answer that yet! Contemporary Psychology,
36, 604-605.

Manuscripts Under Review or in Preparation

Reeve, J., & Lee, W. (2017). A neuroscience perspective on the self-determination theory
framework. Manuscript in preparation for a special issue of the Journal of Personality.

Vansteenkiste, M., Aelterman, N., De Muynck, G.-J., Haerens, L., Patall, E., & Reeve, J. (2017).
Fostering personal meaning and self-relevance: A self-determination theory perspective
on internalization. Manuscript submitted to a special issue of Journal of Experimental
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Education.

Aelterman, N., Vansteenkiste, M., Soenens, B., Haerens, L., & Reeve, J. (2017).
Toward a fine-grained insight into motivating and demotivating teaching styles:
The merits of a gradual approach. Manuscript under review.

Cheon, S. H., Reeve, J., Lee, Y., Ntoumanis, N., Gillet, N., & Kim, B. R. (2017).
A triple-process model within self-determination theory to explain adaptive and
maladaptive functioning. Manuscript under review.

Cheon, S. H., Reeve, J., & Ntoumanis, N. (2017). A needs-based intervention for PE students
to enhance prosocial behavior and to diminish antisocial behavior.
Manuscript under review.

Cheon, S. H., Reeve, J., Lee, Y., & Lee, J. (2017). Why autonomy-supportive interventions work:
Explaining the professional development of teachers’ motivating styles.
Manuscript under review.

Gillet, N., & Reeve, J. (2017). Stability, change, and implications of students’ motivation
profiles: A latent transition analysis. Manuscript under review.

Matos, L., & Reeve, J. (2017). Students’ agentic engagement predicts longitudinal increases in
perceived autonomy-supportive teaching: The squeaky wheel gets the grease.
Manuscript under review.

Reeve, J., Jang, H.-R., & Jang, H. (2017). Personality predictors of autonomy support:
A classroom-based intervention study. Manuscript under review.

Reeve, J., & Lee, W. (2017). Neural bases of autonomy, cognitive engagement, and learning
during an learning activity. Manuscript in preparation.

Reeve, J., Jang, H.-R., & Ahn, S. (2017). How to best measure and enhance students’
cognitive engagement during learning activities. Manuscript in preparation.

Reeve, J. (2017). Student engagement during learning activities: The multidimensional,

student-initiated pathways to constructive changes in achievement, motivation, and the
learning environment. Manuscript in preparation.
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PRESENTATIONS
Conference Presentations (see pp. 10-18) & Invited Talks (see pp. 18-22)

Conference Presentations (Referred)

Reeve, J. (2017, May). Helping teachers develop an autonomy-supportive classroom motivating
style. Presented as a symposium on “Understanding motivation in the classroom: Evidence
and Practice” by the National Institute of Education, Singapore, Singapore.

Reeve, J., & Cheon, S. H. (2017, June). Self-determination theory’s triple-process model to explain
students’ adaptive and maladaptive classroom functioning. Paper presented at the annual
meeting of the North American Society for the Psychology of Sport and Physical Activity,
San Diego, CA.
Cheon, S. H., Reeve, J., Song, Y. G., & Kim, B.-R. (2017, June). An intervention to help PE
teachers
offer intrinsic teaching goals in autonomy-supportive ways: Benefits to students.
Poster presented at the annual meeting of the North American Society for the Psychology of
Sport and Physical Activity, San Diego, CA.

Reeve, J., & Cheon, S. H. (2017, June). Expanding self-determination theory’s dual-process model
to include a third need status: The triple-process model. Poster presented at the 8th annual
meeting of the Society for the Study of Motivation, Boston, MA, USA.

Reeve, J., Jang, H.-R., Ahn, S. (2017, April). How to best facilitate and measure cognitive
engagement. Poster presented in the annual meeting of the American Educational Research
Association, San Antonio, Texas, USA.

Reeve, J. (2016, August). Clarifying the conceptual definition of the engagement construct.
Paper presented at the International Conference on Motivation, Thessaloniki, Greece.

Jang, H.-R., & Reeve, J. (2016, June). Personality predictors of autonomy support.
Poster presented at the 6th International Conference on Self-Determination Theory,
Victoria, British Columbia, Canada.

Matos, L., & Reeve, J. (2016, June). Students’ agentic engagement increases teachers’ autonomy
support: The squeaky wheel gets the grease. Poster presented at the 6th International
Conference on Self-Determination Theory, Victoria, British Columbia, Canada.

Cheon, S. H., Reeve, J., & Young, G. (2016, June). A teacher-focused intervention to both
increase PE students’ engagement and to decrease PE students’ disengagement.
Poster presented at the annual meeting of the North American Society for the Psychology
of Sport and Physical Activity (NASPSPA), Montreal, Quebec, Canada.
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Cheon, S. H., Reeve, J., & Young, G. (2016, June). Experimental test of teacher intervention
to increase elementary-grade PE students' need satisfaction and classroom engagement.
Poster presented at the annual meeting of the North American Society for the Psychology
of Sport and Physical Activity (NASPSPA), Montreal, Quebec, Canada.
Song, Y., Cheon, S. H., Park, J. H., & Reeve, J. (June, 2016). The effects of spacing practice
and practice schedule on motor memory consolidation during the acquisition of a bimanual
coordination movement pattern. Poster presented at the annual meeting of the North
American Society for the Psychology of Sport and Physical Activity (NASPSPA),
Montreal, Quebec, Canada.

Reeve, J. (2016, May). Neural basis of intrinsic motivation and intrinsically-motivated learning.
Paper presented at the 9th annual meeting of the Society for the Study of Motivation,
Chicago, IL, USA.

Reeve, J., Cheon, S. H., Jang, H.-R., Ahn, J. S., & Jang, H. (2016, April).
A self-determination theory based intervention to help teachers decrease students’
amotivation. Poster presented in the annual meeting of the American Educational
Research Association, Washington DC, USA.

Cheon, S. H., & Reeve, J. (2015, June). An experimentally-based intervention program

to enhance multiple aspects of PE teachers’ classroom motivating style. Paper to
be presented at the annual meeting of the North American Society for the Psychology of
Sport and Physical Activity, Portland, OR.

Reeve, J., & Cheon, S. H. (2015, April). Teachers become more autonomy supportive
once they believe it is easy to do. Paper presented in the annual meeting of the
American Educational Research Association, Chicago, IL.

Jang, H.-R., Reeve, J., & Cheon, S. H. (2015, April). Teachers’ instructional goals predict
their classroom motivating styles. Paper presented in the annual meeting of the
American Educational Research Association, Chicago, IL.

Reeve, J. (2015, August). Moving forward on achievement goal theory: Autonomous and
controlled reasons behind the goals. Paper presented at the annual meeting of the European
Association of Research on Learning and Instruction, Cyprus.

Reeve, J. (2014, November). Connecting classroom instruction to laboratory neuroscience

(and vice versa). Talk presented at the annual meeting of the International Mind, Brain,
and Education Society, Fort Worth, TX, USA.

Reeve, J., & Lee, W. (2014, May). Students’ classroom engagement predicts longitudinal changes
in their classroom motivation. Paper presented in the annual meeting of the American
Educational Research Association, Philadelphia, PA.

Cheon, S. H., Reeve, J., & Jang, H.-R. (2014, May). Experimental, longitudinal intervention to
 Reeve VITA 12

help teachers prevent students’ amotivation. Paper presented in the annual meeting of the
American Educational Research Association, Philadelphia, PA.

Lee, W., Back, S. H., Won, S., Reeve, J., Kim, S.-I., & Bong, M. (2014, May). Academic
self-regulation as a motivational mediator to explain secondary students’ achievement.
Paper presented in the annual meeting of the American Educational Research Association,
Philadelphia, PA.

Reeve, J. (2013, November). Teaching to vitalize, rather than to neglect, students’ motivation.
Talk presented at the International Conference of Educational Technology, Seoul, Korea.

Cheon, S. H., Reeve, J., Lee, Y., & Lee, J. (2013, June). Intensive autonomy-supportive training
program on beautiful challenges of disabled athletes and their coaches for the 2012 London
Paralympics. Poster presented at the 5th International Conference on Self-Determination
Theory, Rochester, NY.

Reeve, J. (2013, May). Agentically engaged students: How they create motivationally supportive
learning environments for themselves. Paper presented at the 6th annual meeting of the
Society for the Study of Motivation, Washington DC.

Reeve, J. (2013, April). Agentic engagement: How students create motivationally supportive
learning environments for themselves. Paper presented in the annual meeting of the
American Educational Research Association, San Francisco, CA.

Lee, W., & Reeve, J. (2012, May). Neuroscience of intrinsic motivation: A personal agency
framework. Paper presented at the 5th annual meeting of the Society for the Study of
Motivation, Chicago, IL.

Lee, W., & Reeve, J. (2012, April). Teachers’ estimates of their students’ motivation and
engagement. Paper presented in the annual meeting of the American Educational Research
Association, Vancouver, British Columbia, Canada.

Reeve, J. (2012, April). Choices and options enhance autonomy, intrinsic motivation, and agency,
but only when offered in a non-controlling way. Paper presented in the annual meeting of
the American Educational Research Association, Vancouver, British Columbia, Canada.

Reeve, J. (2011, September). Effective but impractical: Overcoming instructional roadblocks

to teacher-provided autonomy support. Paper presented at the bi-annual meeting
of the European Association of Research on Learning and Instruction, Bath, England.

Reeve, J. (2011, August). Language that stresses versus language that calms.
Paper presented at the International Conference on Psychosomatic Medicine,
21st World Congress on Psychosomatic Medicine, Seoul, South Korea.

Cheon, S. H., Reeve, J., & Moon, I. S. (2011, August). Effects of intervention program to help
teachers be more autonomy supportive toward their students in secondary
 Reeve VITA 13

physical education. Paper presented at the annual meeting of the International Society
of Sport Psychology, Sport Science Division of Korea, Korea.

Reeve, (2011, May). Engaging others in learning activities: How to and why.
Invited talk given at the annual meeting of the International Association of
Continuing Education (ACE), Seoul, South Korea.

Jang, H., Kim, E. J., & Reeve, J. (2011, April). Longitudinal test of self-determination theory
In a school context. Paper presented in the annual meeting of the American Educational
Research Association, New Orleans, LA.

Reeve, J. (2010, September). Core principles of motivation in the school context:

Paper presented at the International Conference on Motivation at the 12th biannual meeting
of the EARLI SIG on motivation and emotion. Porto, Portugal.

Reeve, J., (2010, May). Teachers are not autonomy supportive: An unfortunate truth.
Paper presented at the fourth International Conference on Self-Determination theory.
Ghent, Belgium.

Lee, W., & Reeve, J., (2010, May). Neural circuits of intrinsic motivation and incentive
Motivation: An fMRI study. Paper presented at the fourth International Conference on
Self-Determination theory. Ghent, Belgium.

Reeve, J. (2010, May). The essential and defining features of an autonomy-supportive motivating
style. Paper presented in the annual meeting of the American Educational Research
Association, Denver, CO.

Su, Y.-L., Reeve, J., & Moore, J. (2010, May). A meta-analysis of intervention programs design to
support the autonomy of others. Paper presented in the annual meeting of the American
Educational Research Association, Denver, CO.

Reeve, J., & Tseng, C. (2009, April). Cortisol as a biomarker of socio-motivational processes
during instruction. Paper presented at the annual meeting of the American Educational
Research Association, San Diego, CA.

Halusic, M., Reeve, J., & Lee, W. (2008, August). Instructional strategies to nurture students’
inner motivational resources. Paper presented at the annual meeting of the American
Psychological Association, Boston, MA.

Reeve, J. (2008, March). Understanding and promoting autonomous self-regulation: A self-

determination theory perspective. Paper presented at the annual meeting of the American
Educational Research Association, New York, NY.

Reeve, J. (2008, March). Overview of how educators’ provision of autonomy support and
structure affect student outcomes. Paper presented at the annual meeting of the American
Educational Research Association, New York, NY.
 Reeve VITA 14

Reeve, J. (2008, March). Is autonomy support important for students in all global classrooms?
Paper presented at the annual meeting of the American Educational Research
Association, New York, NY.

Tseng, C.-M., & Reeve, J. (2007, August). Teachers’ motivating styles toward students:
Psychobiology of being controlled. Paper presented at the annual meeting of the
American Psychological Association, San Francisco, CA.

Reeve, J. (2007, May). Conclusions on the nature and practice of autonomy support. Paper
presented at the 3rd International Conference of Self-Determination Theory, Toronto, CA.

Reeve, J., & Jang, H. (2007, April). Understanding the combined contributions of parents’ and
teachers’ motivating styles on Korean adolescents’ classroom motivation and outcomes.
Paper presented at the annual meeting of the American Educational Research
Association, Chicago, IL.

Reeve, J., & Jang, H. (2006, August). Engagement: Autonomy support or structure versus
autonomy support and structure. Paper presented at the annual meeting of the American
Psychological Association, New Orleans, LA.

Barch, J., & Reeve, J. (2006, August). Can teachers learn to be autonomy supportive and will
their students benefit? A laboratory test of a short-term intervention. Paper presented at
the annual meeting of the American Educational Research Association, San Francisco, CA.

Jang, H., Reeve, J., & Jeon, S. (2006, April). Empirical test of the applicability of self-
determination theory to Korean students’ motivation and achievement. Paper presented
at the annual meeting of the American Educational Research Association, San Francisco, CA.

Reeve, J. (2004, May). Two approaches to motivating others: What self-determination theory
practitioners can learn from social-cognitive practitioners (and vice versa). Paper
presented at the second Self-Determination Theory Conference, Ottawa, Ontario, Canada.

Jang, H., & Reeve, J. (2004, April). Providing a rationale to engage students in an uninteresting
learning activity. Paper presented at the annual meeting of the American Educational
Research Association, San Diego, CA.

Ryan, R. M., & Reeve, J. (2004, April). What should pre-service teachers know about recent
theory and research in motivation? Self-determination theory perspective. Paper
presented at the annual meeting of the American Educational Research Association, San
Diego, CA.

Ryan, R. M., Deci, E. L., & Reeve, R. M. (2004, April). Self-determination theory:
A dialectical framework for understanding sociocultural influences on student
motivation. Paper presented at the annual meeting of the American Educational Research
Association, San Diego, CA.
 Reeve VITA 15

Jeon. S., & Reeve, J. (2004, April). A motivational model of Korean early adolescents’
academic engagement and performance. Paper presented at the annual meeting of the
American Educational Research Association, San Diego, CA.

Reeve, J. (2003, August). Teachers as facilitators: What autonomy supportive teachers do and
why their students benefit. Paper presented in the Symposium on the Interpersonal
Contexts of Teaching, Learning, and Motivation at the annual meeting of the American
Psychological Association, Toronto, Ontario, Canada.

Omura, M., & Reeve, J. (2003, August). Intrinsic motivation and perceived competence: Which
comes first? Paper to be presented at the annual meeting of the American Psychological
Association, Toronto, Ontario, Canada.

Jang, H., & Reeve, J. (2003, April). Preserving students’ autonomy by delivering instruction in
an autonomy-supportive way. Paper presented at the annual meeting of the American
Educational Research Association, Chicago, IL.

Jang, H., & Reeve, J. (2003, April). Enhancing high school students’ engagement by increasing
their teachers’ use of autonomy-supportive strategies. Paper presented at the annual
meeting of the American Educational Research Association, Chicago, IL.

Jeon, S., & Reeve, J. (2003, April). Classroom environment as a predictor of Korean high
school students’ self-determined learning and adjustment. Paper presented at the annual
meeting of the American Educational Research Association, Chicago, IL.

Barch, J. C., Rizzo, K. M., & Reeve, J. (2003, April). On the malleability of teachers’
motivational orientations: Linking teacher training to student engagement and intrinsic
motivation. Paper presented at the annual meeting of the American Educational Research
Association, Chicago, IL.

Omura, M., & Reeve, J. (2003, April). Intrinsic motivation or perceived competence: Which
should autonomy-supportive teachers first pay attention to? Paper presented at the annual
meeting of the American Educational Research Association, Chicago, IL.

Omura, M., & Reeve, J. (2002, August). Autonomy support, perceived competence, and intrinsic
motivation: What causes what? Paper presented at the annual meeting of the American
Psychological Association, Chicago, IL

Jang, H., & Reeve, J. (2002, August). Motivating students, but in different ways: Understanding
and appreciating the motivating styles of Korean and United States high school teachers.
Paper presented at the annual meeting of the American Psychological Association,
Chicago, IL

Carrell, D., & Reeve, J. (2002, April). Understanding, reversing, and preventing teacher
burnout: Teaching style and its impact on career longevity. Paper presented at the annual
 Reeve VITA 16

meeting of the American Educational Research Association, New Orleans, LA.

Jang, H., & Reeve, J. (2002, April). Revising the Problems in Schools questionnaire to
strengthen research on teachers’ motivating styles toward children. Paper presented at
the annual meeting of the American Educational Research Association, New Orleans, LA.

Omura, M., & Reeve, J. (2001, August). A motivational model to explain foreign language
students’ commitment to further course work. Paper presented at the annual meeting of
the American Psychological Association, San Francisco, CA.

Jang, H., & Reeve, J. (2001, August). Personality predictors of teachers’ motivating styles.
Paper presented at the annual meeting of the American Psychological Association,
San Francisco, CA.

Omura, M., Hardre, P., Jang, H., & Reeve, J. (2001, April). Supporting students’ autonomy on
uninteresting lessons by providing convincing and satisfying rationale. Paper presented
at the annual meeting of the American Educational Research Association, Seattle, WA.

Hardre, P., & Reeve, J. (2001, April). A motivational model to explain the conditions under
which rural high school students formulate dropout intentions. Paper presented at the
annual meeting of the American Educational Research Association, Seattle, WA.

Jang, H., & Reeve, J. (2001, April). What teachers say and do to support students’ intrinsic
motivation and performance. Paper presented at the annual meeting of the American
Educational Research Association, Seattle, WA.

Hardre, P., Omura, M., & Reeve, J. (2000, April). Providing rationale to motivate students to
learn uninteresting (but important) lessons. Paper to be presented at the annual meeting
of the American Educational Research Association, New Orleans, LA.

Omura, M., & Reeve, J. (2000, August). Motivating students to learn foreign language lessons.
Paper to be presented at the annual meeting of the American Psychological Association,
Washington, DC.

Reeve, J., & Hamm, D. (1999, April). The nature of self-determination. Paper presented at the
annual meeting of the American Educational Research Association, Montreal, Canada.

Reeve, J. (1999, April). Self-determination theory applied to educational settings.

Paper presented at the conference on self-determination theory, Rochester, NY.

Reeve, J., & Arndt, L. (1998, August). Recognizing interest in others. Paper presented at the
annual meeting of the American Psychological Association, San Francisco, CA.

Reeve, J., Bolt., E., & Cai, Y. (1997, August). How autonomy-supportive teachers teach.
Paper presented at the annual meeting of the American Psychological Association,
Chicago, IL.
 Reeve VITA 17

Reeve, J., Cai, Y., Hansen, E., & Bolt, E. (1997, March). Students' conceptual understanding of
the nature of motivation: Effects of academic incentives and pressures. Paper presented
at the annual conference of the American Educational Research Association, Chicago, IL.

Reeve, J. (1995, August). Facilitating autonomy supportive orientations in beginning teachers.

Paper presented at the annual conference of the American Psychological Association,
New York, NY.

Cai, Y., Robinson, D. T., & Reeve, (1995, April). Autonomy vs. control: Social contexts as
determinants of instructional style. Paper presented at the annual conference of the
American Educational Research Association, San Francisco, CA.

Reeve, J. (1994, October). The status of the psychological need construct in contemporary
motivation theory. Paper presented at the annual conference of the Society for
Experimental Social Psychologists, Lake Tahoe, CA.
 Reeve VITA 18

Reeve, J. (1994, April). Self-regulated psychological growth through differentiation and

integration: A self-determination theory perspective. Paper presented at the annual
conference of the American Educational Research Association, New Orleans, LA.

Reeve, J. (1991, March). Discriminations in the expressions of the interest and joy emotions.
Paper presented at the annual conference of the Eastern Psychological Association, New
York, NY.

Reeve, J. (1990, May). The interest-enjoyment distinction in intrinsic motivational processes.

Paper presented at the conference on Motivation and Emotion. Nags Head Conference
Center, Nags Head, NC.

Reeve, J. (1989, May). Role of individual differences in intrinsic motivational processes and
outcomes. Paper presented at the conference on Personality and Social Behavior. Nags
Head Conference Center, Nags Head, NC.

Reeve, J. (1989, April). Effect of social structures of intrinsic motivational processes and
outcomes. Paper presented at the meeting of the Eastern Psychological Association,
Boston, MA.

Reeve, J. (1988, May). Intrinsic motivational processes. Paper presented at the conference on
Affect and Motivation. Nags head conference center, Nags Head, NC.

Reeve, J. (1987, April). Effortful learning in an affiliative environment. Paper presented at the
meeting of the Southwestern Psychological Association, New Orleans, LA.

Robinson, D. T., & Reeve, J. (1987, April). Factor analyses of the affective states central to
interesting activities. Paper presented at the annual meeting of the Southwestern
Psychological Association, New Orleans, LA.

Robinson, D. T., & Reeve, J. (1987, April). Activity interest as a function of affect experience
and minority status. Paper presented in a symposium on symbolic interactionism at the
meeting of the Western Social Science Association, El Paso, TX.

Tablada, M. B., Smith, C. M., & Reeve, J. (1987, April). The effects of affiliation and
excitement in dyads on intrinsic motivation. Paper presented at the meeting of the
Southwestern Psychological Association, New Orleans, LA.

Reeve, J., & Cole, S. G. (1986, May). Refutation of Zeigarnik and reinforcement explanations
for intrinsically motivated behavior. Paper presented at the meeting of the Southwestern
Psychological Association, Fort Worth, TX.

Reeve, J., & Cole, S. G. (1985, May). Cooperation: The synergetic influence of communication,
trust, and equality. Paper presented at the meeting of the Southwestern Psychological
Association, Austin, TX. ERIC documents #SO O16 584.
 Reeve VITA 19

Jones, B. M., Reeve, J., Olson, B. C., & Cole, S. G. (1985, May). Individualistic vs. competitive
participation: The effect on intrinsic motivation. Paper presented at the meeting of the
Midwestern Psychological Association, Chicago, IL. ERIC documents #CG O18 294.

Olson, B. C., Reeve, J., & Cole, S. G. (1985, May). The effect of competition and achievement
motivation on intrinsic motivation. Paper presented at the meeting of the Midwestern
Psychological Association, Chicago, IL.

Smith, S., Reeve, J., & Cole, S. G. (1985, March). Intrinsic motivation in a competitive situation
as a function of fear of failure: Does it last? Paper presented at the meeting of the Texas
Association of Psychology Students, Huntsville, TX.

Olson, B. C., & Reeve, J. (1984, May). The effects of competitive outcome and level of anxiety
on intrinsic motivation. Paper presented at the meeting of the Southwestern
Psychological Association, New Orleans, LA.

Invited Talks
Reeve, J. (2017, January). Intrinsic motivation: Appreciating it, supporting it.
Invited keynote address given as part of the “100th Anniversary PUCP Celebration of
Academic Activities” by the Catholic University of Peru, Lima, Peru.

Reeve, J. (2016, June). Advances in autonomy-supportive teaching: Advances in education-based

SDT research since the Rochester 2013 conference. Invited Keynote address given at the
6th International Conference on Self-Determination Theory, Victoria, British Columbia,
Canada.

Reeve, J. (2016, March). Altering instruction to better motivate and engage students.
Invited talk given at Singapore Polytechnic, Singapore, Singapore.

Reeve, J. (2015, November). Supporting competence.

Invited talk given at the Catholic University of Korea, Seoul, Korea.

Reeve, J. (2015, November). Are you happy? Is your self doing its job?
Invited talk given at Hanyang University, Seoul, South Korea.

Reeve, J. (2014, November). When the context changes, motivation and engagement change:
An intervention-based program of research on teachers’ motivating styles.
Invited keynote address given at the 6th annual bMRI Symposium on Motivation,
“Motivation, engagement, and social context: School, family, and peers”, Seoul, Korea.

Reeve, J. (2015, May). Solving motivational problems in EMI instruction.

Invited talk given at the Catholic University of Korea, Seoul, Korea.

Reeve, J. (2014, August). Teachers’ motivating styles toward students.

Invited talk given at the Catholic University of Peru, Lima, Peru.
 Reeve VITA 20

Reeve, J. (2014, May). Essential elements of a deeply satisfying, highly engaging educational
activity. Invited talk at the Serious Games Conference, Seoul, Korea.

Reeve, J. (2014, April). Motivating students. Invited talk at the University of Lisbon, Lisbon,
Portugal.

Reeve, J. (2014, February). An intervention-based program of research on teachers’ motivating

styles. Invited talk given at Singapore Management University, Singapore.

Reeve, J. (2014, January). An intervention-based program of research on teachers’ motivating

styles. Invited talk given at the Karolinska Institute, Stockholm, Sweden.

Reeve, J. (2013, June). How agentically engaged students create motivationally supportive
environments for themselves. Keynote presentation at the 5th International Conference on
Self-Determination Theory, Rochester, NY.

Reeve, J. (2013, June). Educational practices in self-determination theory research.

Invited workshop given at the fifth International Conference on Self-Determination
theory.
Rochester, NY, USA.

Reeve, J. (2012, May). Agentic engagement: A story without words. Invited keynote address
given at the 4th annual bMRI Symposium on Motivation, “Autonomy, agency, and
action”,
Seoul, South Korea.

Reeve, J. (2011, December). Reflecting on the nature and importance of student motivation.
Invited talk given at Seoul National University, Seoul, South Korea.

Reeve, J. (2011, February). Reward-based model of motivated action: Is it the conclusion

chapter
in motivational neuroscience or it is only chapter 1? Invited talk given at the research
seminar, Is There Any Motivation to Study Motivation with Neuroscience?: Motivation
and Reward Studies in Social Neuroscience. Yonsei University, Seoul, South Korea.

Reeve, J., (2011, February). Engaged origins in the classroom: The facilitating roles of
autonomy
supportive teachers. Invited talk given at the annual Motivation in Educational Research
Laboratory (MERL) seminar. Nanyang Technological University, Singapore, Singapore.

Reeve, J., (2011, February). The primary motivational issue in gifted education is…
Invited talk given to the Ministry of Education’s Gifted and Talent teachers across the
nation. Singapore, Singapore.

Reeve, J., (2011, February). Successfully translating motivation and engagement research
Into classroom practice and school policy. Invited talk given to the Ministry of
Education.
 Reeve VITA 21

Singapore, Singapore.

Reeve, J. (2010, November). How neuroscience might help teachers. Invited talk given at the
annual meeting of the Korean Educational Psychology Association, Seoul, South Korea.

Reeve, J. (2010, September). Learning how to support autonomy in others:

Good, better, best—novice, intermediate, advanced. Invited talk given at the
University of Leuven, Leuven, Belgium.

Reeve, J. (2010, September). Why the instructional effort to enhance student engagement
Is even more important than you already think it is. Invited talk given at the
University of Gent, Gent, Belgium.

Reeve, J. (2010, September). Strengthening the link between a teacher’s motivating style and
Students’ learning and achievement. Invited talk given at “An International Conference
on Teaching and Learning: Exploring New Perspectives on Teaching and Learning.”
Yonsei University, Seoul, Korea.

Reeve, J. (2010, May). From theory to practice: SDT interventions in education.

Invited teaching workshop given at the fourth International Conference on
Self-Determination Theory. Ghent, Belgium.

Reeve, J. (2010, January). Three things will last forever—instruction, motivation, and
achievement—and the greatest of these is engagement. Invited talk given at the PIRT
Conference on students’ academic motivation sponsored by the Florida Center for
Reading Research, Tallahassee, FL.

Reeve, J. (2009, November). Teachers’ motivating styles and students’ motivation, engagement,
and learning. Invited keynote address given at the International Congress on Cognition,
Emotion, and Motivation, “Percept-Concept-Decision: Application to learning activities.”
Medina Yasmine Hammamet, Tunisia.

Reeve, J. (2009, November). How to support autonomy in others. Invited keynote address given
at the International Congress on Cognition, Emotion, and Motivation, “Percept-Concept-
Decision: Application to learning activities.” Medina Yasmine Hammamet, Tunisia.

Reeve, J. (2009, October). Tracking biological upset (cortisol) in students exposed to controlling
Teachers: Why it matters so much. Invited keynote address given at the 1st annual bMRI
Symposium on Motivation, “Motivation and education: Past, present, and future.” Seoul,
South Korea.

Reeve, J., (2009, April). Relationships that support others’ autonomy and engagement. Invited
keynote address given at the Claremont Symposium on Applied Social Psychology,
“Applications of social psychology to teaching and learning.” Claremont, CA.

Reeve, J. (2009, March). Finding our way and defining our field—What matters most in the
contemporary study of human motivation. Invited keynote address given at the IV
 Reeve VITA 22

Conference of the Spanish Society on Motivation and Emotion, Tenerife Canary Island, Spain.

Reeve, J. (2008, May). Do you trust your own motivation? Invited talk given at Korea
University, Seoul, South Korea.

Reeve, J. (2008, May). Theories of human motivation for the workplace and for the classroom.
Invited talk given jointly at Ehwa University and Sungkyunkwan University, Seoul,
South Korea.

Reeve, J. (2007, July). Future directions of contemporary motivation study in education.

Invited talk given at Ehwa University, Seoul, South Korea.

Reeve, J. (2006, May). How do American teachers support students’ autonomy during
instruction? Paper presented at the International Research Workshop of the Israel
Science Foundation: Autonomy Support and suppression in parenting and education:
Cross cultural perspectives. Mitzpe Ramon, Israel.

Reeve, J. (2005, December). How teachers can promote students’ autonomy during instruction:
Lessons from a decade of research. Invited talk (Keynote speaker) given at the 2005 Annual
Conference of the Iowa Educational Research and Evaluation Association, Cedar Falls, IA.

Reeve, J. (2005, October). Enhancing high school students’ engagement by increasing their
teachers’ autonomy support. Invited talk (Award recipient) given at the 2005 Thomas N.
Urban Research Award presented by the Iowa FINE Foundation, Des Moines, IA.

Reeve, J. (2004, October). Motivation theories to help teachers engage students in learning
activities. Invited talk given to the College of Education at Rutgers University, New
Brunswick, NJ.

Reeve, J. (1998, October). Motivating others. Presentation given at the 9th annual FINE Day
Conference, “Programs that motivate: Helping students succeed” sponsored by FINE
(First In the Nation in Education) Educational Research Foundation, Des Moines, IA.

Reeve, J. (1998, March). Making sense of conflicting advice on how to motivate students:
Practitioners say toe-may-toes, researchers say ta-mott-ohs. Presentation given at the
UWM Breakfast Forum Series for school administrators.

Reeve, J. (1998, February). Motivating others. Workshop given to the state conference of the
Wisconsin Jaycees, Lake Geneva, WI.

Reeve, J. (1997, February). Promoting student engagement in the classroom. In-service teacher
training conducted at the Atwater Elementary School. Shorewood School District,
Shorewood, WI.

Reeve, J. (1997, February). Teachers concerns about and solutions for student motivation and
discipline. In-service teacher training conducted at Kiel High School. Kiel, WI.
 Reeve VITA 23

Reeve, J. (1997, January). Motivation is a prerequisite for learning. Presentation given for the
Lakeshore school administrators and supervisors. Milwaukee, WI.

Reeve, J. (1995, June). Motivating students. In-service teacher training conducted at the
Northern Ozaukee Elementary and Middle Schools. Northern Ozaukee School District,
Fredonia, WI.

Reeve, J. (1995, April). Training teachers to motivate students. Presentation given to the Office
of Educational Research's Forum on Education. University of Wisconsin-Milwaukee,
Milwaukee, WI.

Reeve, J. (1993, February). Origins of interest. Presentation given to the Psychology

Department during the Social Psychology Brown Bag Series. University of Wisconsin,
Madison, WI.

Reeve, J. (1990, March). Interest and exploration. Presentation given to the Human Motivation
Group, Psychology Department, University of Rochester, Rochester, NY.

Reeve, J. (1986, November). Favorable and unfavorable consequences of the competitive

experience. Presentation given during the National Sports Symposium. Trinity
University, San Antonio, TX.

GRANTS AWARDED
Funded
2015-2018. PI. National Research Foundation of Korea, “Brain-based interdisciplinary
research for enhancing learners’ motivation, awarded to J. Reeve, $600,000.

2016. PI. Korea University Futures Research Grant, “Increasing students’ motivation and
engagement,” awarded to J. Reeve, $5,000.

2015. PI. National Research Foundation of Korea and Korean Ministry of Science and
Technology, “Neuroscience of intrinsic motivation,” awarded to J. Reeve, $80,000.

2004-2007 Co-PI. Department of Health and Human Services, “An innovative

psychoeducational method and Early Childhood Caries prevention,” NIDCR Exploratory
and Developmental Grants in Clinical Research awarded to K. Weber-Gasparoni, D. V.
Dawson, D. R. Drake, M. J. Kanellis, J. Reeve, & J. J. Warren. RFA-DE-04009,
$405,625.

2002 PI. FINE (First in the Nation in Education) Foundation Grant, “Motivating students by
bringing out the autonomy-supportive aspects of teachers’ motivating styles”, Des
Moines, IA, $19,421.

2000 PI. Iowa Measurement Research Foundation Grant, “Assessing teachers’ motivating
styles toward students: Refining the Problems in Schools questionnaire”, University of
 Reeve VITA 24

Iowa, Iowa City, IA, $18,892.

1999 PI. Old Gold Fellowship grant, “Identifying why students benefit when teachers support
their autonomy”, University of Iowa, Iowa City, IA, $5,000.

1999 Co-PI. Obermann Center Interdisciplinary Research Grant with M. Lovaglia, “Academic
ability, achievement potential, and opportunity in higher education”, University of Iowa,
Iowa City, IA, $5,000.

TEACHING EXPERIENCE
2009-present at Korea University
Undergraduate courses: Motivation; Human Development and Learning;
Personality, Motivation, and Emotion.
Graduate courses: Learning and Motivation Science; Personality and
Individual Differences; Seminar in Educational Psychology; Seminar in
Educational Psychology Research; Seminar in Educational Psychology Research
Methods; Research in Developmental Psychology; Motivational and Emotional
Development.

1998-2008 at University of Iowa

Undergraduate courses: Introduction to Educational Psychology and
Measurement; Motivation.
Graduate courses: Advanced Personality, Advanced Motivation, Advanced
Life-Span Development, Educational Psychology for Effective Teaching.

1992-1998 and 2008-2009 at University of Wisconsin, Milwaukee

Undergraduate course: Introduction to Learning & Development.
Graduate courses: Contextual Determinants of Motivation; Advanced Motivation
Study; Personality Theories and the Educational Process; Human Development–
Theory and Practice.

1990-1992 at University of Rochester.

Undergraduate Courses: Social Psychology; Human Motivation & Emotion;
Research in Motivation (supervised an undergraduate research team).

1989-1991 at Cornell University.

Undergraduate Course: Personality and Social Behavior.

1987-1990 at Ithaca College.

Undergraduate Courses: General Psychology, Proseminar: Motivation; Statistics;
Computer Applications of Statistics; Independent Research Team on Human
Motivation; Methods: Design; Senior Seminar on Emotion.

1986-1987 at Trinity University.

 Reeve VITA 25

Undergraduate Courses: General Psychology; Personality Theories; History of

Psychology; Statistics and Methods: 1; Statistics and Methods: 2.

Breadth of Teaching Experience

I have taught undergraduates in departments of both psychology and education, and I
have
taught MA and PhD graduate students in departments of both psychology and education.
The range of courses taught include Introduction to Psychology, Introduction to
Educational Psychology, Motivation, Emotion, Personality, Social Psychology, Lifespan
Development, Statistics, Research Methods, and History of Psychology. I have also
conducted dozens of independent studies and supervised Master's theses and Ph.D.
dissertations.

Master’s Completed
Leah Arndt (1995). Thesis: Identifying the in-performance interest of another person.

Dan Carrell (2003). Thesis: What’s good for the gander?: Training high school teachers
to use autonomy-supportive strategies to increase student
engagement and to decrease professional burn-out.

Ching-Mei Tseng Thesis: Academic engagement in high school students:

(2009). links to secure attachment beyond concurrent perceived
autonomy support and psychological need satisfaction.

Marc Halusic (2009). Thesis: Psychophysiological markers of autonomy frustration.

Yulan Su (2009). Thesis: A meta-analysis of training intervention programs for

teachers on how to support students’ autonomy in the classroom.

Hue-Ryen Jang Thesis: Teachers’ instructional goals predict their classroom

(2014). motivating styles.

Ph.D.s Completed
Lois Seefeldt (1997). Dissertation: Models of Parenting in maltreating and
non-maltreating parents.

Jim Bohn (2002). Dissertation: The design and validation of an instrument to assess
organizational efficacy.

Pat Hardre (2002). Dissertation: The effects of instructional design professional

development on teaching performance, perceived competence,
self-efficacy, and effectiveness.

Leslie Forstadt Dissertation: Swimming above water: The relationship between

 Reeve VITA 26

(2006). psychological need satisfaction and job satisfaction for alternative

educators.

Kristen Rizzo (2006). Dissertation: Motivational predictors of continuing motivation and

achievement for early adolescent instrumental music students.

Soohyun Jeon (2007). Dissertation: The effects of parents’ and teachers’ motivating
styles on adolescents’ school outcomes and psychological well-
being: A test of self-determination theory in a Korean context.

Chin-Fang Huang Dissertation: An examination of relations among Taiwanese

(2010) elementary-aged children’s effortful control, social relationships,
and adjustment at school.

Woogul Lee Dissertation: Neural basis of intrinsic motivation.

(2012).

AWARDS, EDITORSHIPS, and REVIEWING

Awards
2015 Excellence in Research Award
Award co-recipient (with Sung Hyeon Cheon) for the most outstanding article
published in the 2014 volume of the Journal of Sport and Exercise Psychology.
$750. stipend.

2005 Thomas N. Urban Research Award

Award given by the Iowa Academy of Education and the FINE (First in the
Nation in Education) Foundation to recognize the outstanding published paper of
the year that shows how research can be used to enhance educational practice.
$3,000 stipend.

2008-2010 Chair, Motivation in Education SIG, American Education Research Association.

Editorship
2011-present Editor-in-Chief, Motivation and Emotion
2005-2010 Associate Editor, Motivation and Emotion

2003-present Editorial Board, Journal of Experimental Education

2015-present Editorial Board, Educational Psychologist
2009-2013 Editorial Board, Contemporary Educational Psychology
1991-2005 Editorial Board, Motivation and Emotion

Ad hoc Journal of Educational Psychology, Journal of Personality and Social Psychology,

Reviewer Personality and Social Psychology Bulletin, Journal of Research in Personality,
Journal of Personality, Educational Psychologist, Contemporary Psychology,
 Reeve VITA 27

Contemporary Educational Psychology, Journal of Experimental Education,

Journal of Experimental Social Psychology, Child Development, Developmental
Psychology, British Journal of Educational Psychology, Psychological Bulletin,
Learning and Instruction, Learning and Individual Differences, Journal of Sport
and Exercise Psychology, Psychology of Sport and Exercise, Teachers College
Record, Journal of Social Behavior and Personality, Canadian Journal of
Behavioral Science, Asian Pacific Journal of Education, Self & Identity,
International Journal of Education Research, Urban Education, Scientific Studies
of Reading, Educational Research, National Science Foundation, National
Institute
of Education (Singapore), Social Sciences and Humanities Research Council
(Canada), International Journal of Behavioral Development, and many others.

PROFESSIONAL AFFILIATIONS
Member, American Psychological Association (APA: Division 15)
 Executive Committee member, Division 15 (Educational Psychology), 2005-2008
Member, American Educational Research Association (AERA: Division C; Motivation in
Education SIG; Brain, Neurosciences, and Education SIG)
 Chair, Motivation in Education SIG, 2008-2010
Member, Society for the Study of Motivation (SSM)
Member, Society of Experimental Social Psychologists (SESP)
Member, Society of Personality and Social Psychology (SPSP)
Member, International Mind, Brain, and Education Society (IMBES)
Member, North American Society for the Psychology of Sport and Physical Activity (NASPSPA)
Member, Karolinska Institutet Research group
Member, Sigma Xi: The Scientific Research Society