Amabile, T.M., DeJong, W., & Lepper, M.R. (1976). Effects of Externally Imposed Deadlines on Subsequent Intrinsic Motivation. Journal of Personality and Social Psychology, 34(1), 92–98.
https://doi.org/10.1037/0022-3514.34.1.92
Bryzzheva, A.L. (2002). Toward a Philosophy of the Liberating Act: Implications of Bakhtin, Freire, and Vygotsky for Bilingual and Multicultural Education, a Dissertation Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy, Pennsylvania State University.
https://harrisburg.psu.edu/
Deci, E.L., & Ryan, R.M. (1991). A Motivational Approach to Self: Integration in Personality. In R. Dienstbier (Ed.), Nebraska Symposium on Motivation. Perspectives on motivation, 38, 237–288. Lincoln: University of Nebraska Press.
https://selfdeterminationtheory.org/theory/
Deci, E., Nezlek, J., & Sheinman, L. (1981). Characteristics of the Rewarder and Intrinsic Motivation of the Rewardee. Journal of Personality and Social Psychology, 40. 1975. Cognitive Evaluation Theory, Which Distinguishes Between the Controlling and Informational Aspects of Rewards. 10.1037/0022-3514.40.1.1.
https://selfdeterminationtheory.org/theory/
Dutton, T.A. (Ed.). (1991). Voices in Architectural Education: Cultural Politics and Pedagogy. New York, London: Bergin and Garvey.
http://www.aias.org/
Fisher, C.D. (1978). The Effects of Personal Control, Competence, and Extrinsic Reward Systems on Intrinsic Motivation. Organizational Behavior and Human Performance, 21, 273–288.
https://doi.org/10.1016/0030-5073(78)90054-5
Freire, P. (2009). Education for Critical Consciousness, New York, Continuum.
Grolnick, W.S., & Ryan, R.M. (1987). Autonomy in Children’s Learning: An Experimental and Individual Difference Investigation. Journal of Personality and Social Psychology, 52, 890–898.
https://doi.org/10.1037/0022-3514.52.5.890
Harackiewicz, J.M., Manderlink, G., & Sansone, C. (1984). Rewarding Pinball Wizardry: The Effects of Evaluation on Intrinsic Interest. Journal of Personality and Social Psychology, 47, 287–300.
https://doi.org/10.1037/0022-3514.47.2.287
Hennessey, B.A., & Amabile, T.M. (1987). Creativity and Learning: What Research Says to the Teacher? Washington DC: National Education Association, Professional Library.
https://doi.org/10.1037/0003-066X.53.6.674
Koch, A., Schwennsen, K., Dutton, T.A., & Smith, D. (2002). AIAS Studio Culture Task Force Report. Washington DC: AIAS.
http://www.aias.org/
Lepper, M. R., & Greene, D. (1975). Turning Play into Work: Effects of Adult Surveillance and Extrinsic Rewards on Children’s Intrinsic Motivation. Journal of Personality and Social Psychology, 31, 479–486.
https://doi.org/10.1037/h0076484
Mansurfar, K. (2003). Statistical Methods. Tehran: University of Tehran. 3 -3908-03-964.
Morkel, J. (2011). Facebook-Enhanced Face to Face Learning: The Architecture Studio, 5th International Computer & Instructional Technologies Symposium, 22-24, September 2011 Fırat University, ELAZIĞ- TURKEY.
http://web.firat.edu.tr/icits2011/papers/27718.pdf
Nix, G., Ryan, R.M., Manly, J.B., & Deci, E.L. (1999). Revitalization through Self-regulation: The Effects of Autonomous and Controlled Motivation on Happiness and Vitality. Journal of Experimental Social Psychology, 35, 266–284.
https://doi.org/10.1006/jesp.1999.1382
Parnell, R. (2001). It’s Good to Talk: Managing Disjunction through Peer Discussion. Architectural Education Exchange (AEE) Conference, Cardiff University, Cardiff.
http://cebe.cf.ac.uk/aee/papers.html
Quinlan, A., Corkery, L., & Marshall, N. (2007). Positioning the Design Tutor’s Presence in the Design Studio for Successful Student Design Learning, Connected 2007 International Conference on Design Education 9 – 12 July 2007, University of New South Wales, Sydney, Australia.
unsworks.unsw.edu.au/fapi/datastream/unsworks:4237/SOURCE1
Ryan, R.M., & Grolnick, W.S. (1986). Origins and Pawns in the Classroom: Self-report and Projective Assessments of Individual Differences in Children’s Perceptions. Journal of Personality and Social Psychology, 50, 550–558.
https://doi.org/10.1037/0022-3514.50.3.550
Ryan, R.M., & La Guardia, J.G. (2000). What is being optimized over Development: A Self-Determination Theory Perspective on Basic Psychological Needs across the Life Span in S. Qualls & R. Abeles (Eds.), Dialogues on Psychology and Aging, 145–172. Washington, DC: American Psychological Association.
https://doi.org/10.1037/10363-008
Ryan, R.M., Stiller, J., & Lynch, J.H. (1994). Representations of Relationships to Teachers, Parents, and Friends as Predictors of Academic Motivation and Self-Esteem. Journal of Early Adolescence, 14, 226–249.
http://dx.doi.org/10.1177/027243169401400207
Tafarodi, R.W., Milne, A.B., & Smith, A.J. (1999). The Confidence of Choice: Evidence for an Augmentation Effect on Self-perceived Performance. Personality and Social Psychology Bulletin, 25, 1405–1416.
https://doi.org/10.1177/0146167299259006
Zuckerman, M., Porac, J., Lathin, D., Smith, R., & Deci, E.L. (1978). On the Importance of Self-Determination for Intrinsically Motivated Behavior. Personality and Social Psychology Bulletin, 4, 443–446.
https://doi.org/10.1177/001698629403800403