• Publications
  • Influence
Les passions de l'ame: on obsessive and harmonious passion.
Passion is defined as a strong inclination toward an activity that people like, that they find important, and in which they invest time and energy. Two types of passion are proposed: obsessive andExpand
  • 1,198
  • 275
  • PDF
A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.
A meta-analysis of 128 studies examined the effects of extrinsic rewards on intrinsic motivation. As predicted, engagement-contingent, completion-contingent, and performance-contingent rewardsExpand
  • 5,334
  • 249
  • PDF
Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again
The finding that extrinsic rewards can undermine intrinsic motivation has been highly controversial since it first appeared (Deci, 1971). A meta-analysis published in this journal (Cameron & Pierce,Expand
  • 1,192
  • 58
  • PDF
On the development of harmonious and obsessive passion: the role of autonomy support, activity specialization, and identification with the activity.
Recent research (Vallerand et al., 2003) has supported the existence of two types of passion for activities: a harmonious and an obsessive passion. The purpose of this investigation was to study theExpand
  • 266
  • 30
  • PDF
Attaining personal goals: self-concordance plus implementation intentions equals success.
The present article includes separate meta-analyses showing that self-concordance and implementation intentions are significantly positively associated with goal progress. Study 1 confirmed theExpand
  • 414
  • 27
  • PDF
A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation
Although many studies have examined the relation of academic motivation to school achievement using the Self-Determination Theory perspective, the results have been inconsistent. The presentExpand
  • 235
  • 26
  • PDF
Self-Regulation and Academic Procrastination
The role of autonomous self-regulation as a predictor of academic procrastination was assessed. French-Canadian students from a junior college (N = 498) completed the Academic Motivation Scale asExpand
  • 372
  • 21
Autonomous motivation, controlled motivation, and goal progress.
Although the self-concordance of goals has been repeatedly shown to predict better goal progress, recent research suggests potential problems with aggregating autonomous and controlled motivations toExpand
  • 234
  • 19
  • PDF