Hye-Ryen Jang
| Contact category | Researcher |
|---|---|
| Job title | Lecturer |
| Research institute | Institute for Positive Psychology and Education |
| Faculty of Education and Arts |
Research outputs
Extending self-determination theory’s dual-process model to a new tripartite model to explain diminished functioning
Reeve, Johnmarshall, Jang, Hye-Ryen, Cheon, Sung Hyeon, Moss, Jennifer D., Ko, HeeRa Emily and Jang, Hyungshi. (2023). Extending self-determination theory’s dual-process model to a new tripartite model to explain diminished functioning. Motivation and Emotion. 47, pp. 691-710. https://doi.org/10.1007/s11031-023-10019-0Journal article
Overcoming limitations in peer-victimization research that impede successful intervention : challenges and new directions
Marsh, Herbert Warren, Reeve, Johnmarshall, Guo, Jiesi, Pekrun, Reinhard Herrmann, Parada, Roberto, Parker, Philip David, Basarkod, Geetanjali, Craven, Rhonda Gai, Jang, Hye-Ryen, Dicke, Theresa, Ciarrochi, Joseph, Sahdra, Baljinder Kaur, Devine, Emma and Cheon, Sung Hyeon. (2023). Overcoming limitations in peer-victimization research that impede successful intervention : challenges and new directions. Perspectives on Psychological Science. 18(4), pp. 812-828. https://doi.org/10.1177/17456916221112919Journal article
Two ways teachers can develop greater harmonious passion
Jang, Hye-Ryen, Cheon, Sung Hyeon, Reeve, Johnmarshall, Song, Yong-Gwan and Lee, Youngsun. (2023). Two ways teachers can develop greater harmonious passion. Physical Education and Sport Pedagogy. pp. 1-16. https://doi.org/10.1080/17408989.2023.2206832Journal article
Cluster Randomized Control Trial to Reduce Peer Victimization : An Autonomy-Supportive Teaching Intervention Changes the Classroom Ethos to Support Defending Bystanders
Cheon, Sung Hyeon, Reeve, Johnmarshall, Marsh, Herbert Warren and Jang, Hye-Ryen. (2023). Cluster Randomized Control Trial to Reduce Peer Victimization : An Autonomy-Supportive Teaching Intervention Changes the Classroom Ethos to Support Defending Bystanders. American Psychologist. 78(7), pp. 856-872. https://doi.org/10.1037/amp0001130Journal article
Longitudinal reciprocal effects of agentic engagement and autonomy support : Between- and within-person perspectives
Jang, Hye-Ryen, Basarkod, Geetanjali, Reeve, Johnmarshall, Marsh, Herbert W., Cheon, Sung Hyeon and Guo, Jiesi. (2023). Longitudinal reciprocal effects of agentic engagement and autonomy support : Between- and within-person perspectives. Journal of Educational Psychology. pp. 1-16. https://doi.org/10.1037/edu0000815Journal article
When students show some initiative : Two experiments on the benefits of greater agentic engagement
Reeve, Johnmarshall, Jang, Hye-Ryen, Shin, Stephanie Hyewon, Ahn, Jiseul Sophia, Matos, Lennia and Gargurevich, Rafael. (2022). When students show some initiative : Two experiments on the benefits of greater agentic engagement. Learning and Instruction. 80, p. Article 101564. https://doi.org/10.1016/j.learninstruc.2021.101564Journal article
Intrinsic instructional goal adoption increases autonomy-supportive teaching : A randomized control trial and intervention
Jang, Hye-Ryen and Reeve, Johnmarshall. (2021). Intrinsic instructional goal adoption increases autonomy-supportive teaching : A randomized control trial and intervention. Learning and Instruction. 73, p. 101415. https://doi.org/10.1016/j.learninstruc.2020.101415Journal article
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
Jang, Hye-Ryen, Reeve, Johnmarshall, Cheon, Sung Hyeon and Song, Yong-Gwan. (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(3), pp. 471-487. https://doi.org/10.1037/spy0000168Journal article
A teacher-focused intervention to enhance students’ classroom engagement
Reeve, Johnmarshall, Cheon, Sung Hyeon and Jang, Hye-Ryen. (2019). A teacher-focused intervention to enhance students’ classroom engagement. In In Fredricks, Jennifer A., Reschly, Amy L. and Christenson, Sandra L. (Ed.). Handbook of student engagement interventions : Working with disengaged students pp. 87-102 Academic Press. https://doi.org/10.1016/B978-0-12-813413-9.00007-3Book chapter
Teachers’ intrinsic vs. extrinsic instructional goals predict their classroom motivating styles
Jang, Hye-Ryen. (2019). Teachers’ intrinsic vs. extrinsic instructional goals predict their classroom motivating styles. Learning and Instruction. 60, pp. 286 - 300. https://doi.org/10.1016/j.learninstruc.2017.11.001Journal article
Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles
Reeve, Johnmarshall, Jang, Hye-Ryen and Jang, Hyungshim. (2018). Personality-based antecedents of teachers’ autonomy-supportive and controlling motivating styles. Learning and Individual Differences. 62, pp. 12 - 22. https://doi.org/10.1016/j.lindif.2018.01.001Journal article
The teacher benefits from giving autonomy support during physical education instruction
Cheon, Sung Hyeon, Reeve, Johnmarshall, Yu, Tae Ho and Jang, Hye-Ryen. (2014). The teacher benefits from giving autonomy support during physical education instruction. Journal of Sport and Exercise Psychology. 36(4), pp. 331 - 346. https://doi.org/10.1123/jsep.2013-0231Journal article
Engaging students in learning activities: it is not autonomy support or structure but autonomy support and structure
Jang, H., Reeve, Johnmarshall and Deci, Edward. (2010). Engaging students in learning activities: it is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology. 102(3), pp. 588 - 600. https://doi.org/10.1037/a0019682Journal article
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