Hyungshim Jang
Hyungshim Jang
Hanyang University, Seoul Korea
Bestätigte E-Mail-Adresse bei
Zitiert von
Zitiert von
What teachers say and do to support students' autonomy during a learning activity.
J Reeve, H Jang
Journal of educational psychology 98 (1), 209, 2006
Enhancing students' engagement by increasing teachers' autonomy support
J Reeve, H Jang, D Carrell, S Jeon, J Barch
Motivation and emotion 28 (2), 147-169, 2004
Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.
H Jang, J Reeve, EL Deci
Journal of educational psychology 102 (3), 588, 2010
Can self-determination theory explain what underlies the productive, satisfying learning experiences of collectivistically oriented Korean students?
H Jang, J Reeve, RM Ryan, A Kim
Journal of educational Psychology 101 (3), 644, 2009
Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model
H Jang, EJ Kim, J Reeve
Learning and instruction 43, 27-38, 2016
Longitudinal test of self-determination theory's motivation mediation model in a naturally occurring classroom context.
H Jang, EJ Kim, J Reeve
Journal of Educational psychology 104 (4), 1175, 2012
Supporting students' motivation, engagement, and learning during an uninteresting activity.
H Jang
Journal of Educational Psychology 100 (4), 798, 2008
Providing a rationale in an autonomy-supportive way as a strategy to motivate others during an uninteresting activity
J Reeve, H Jang, P Hardre, M Omura
Motivation and emotion 26 (3), 183-207, 2002
Understanding and promoting autonomous self-regulation: A self-determination theory perspective
J Reeve, R Ryan, EL Deci, H Jang
Motivation and self-regulated learning, 223-244, 2012
The beliefs that underlie autonomy-supportive and controlling teaching: A multinational investigation
J Reeve, M Vansteenkiste, A Assor, I Ahmad, SH Cheon, H Jang, ...
Motivation and Emotion 38 (1), 93-110, 2014
A new autonomy-supportive way of teaching that increases conceptual learning: Teaching in students' preferred ways
H Jang, J Reeve, M Halusic
The Journal of Experimental Education 84 (4), 686-701, 2016
Personality-based antecedents of teachers' autonomy-supportive and controlling motivating styles
J Reeve, HR Jang, H Jang
Learning and Individual Differences 62, 12-22, 2018
How and why students make academic progress: Reconceptualizing the student engagement construct to increase its explanatory power
J Reeve, SH Cheon, H Jang
Contemporary Educational Psychology 62, 101899, 2020
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