Sung Hyeon Cheon
Biographic Data
| ID | 5378019 |
|---|---|
| NAME | Sung Hyeon Cheon |
| GIVEN NAMES | Sung Hyeon |
| FAMILY NAME | Cheon |
| SIGNATURE | CHEON S H |
| AFFILIATIONS | Korea University |
| ORCID | 0000-0003-4317-3895 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 53 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Greater autonomy need satisfaction with a little help from my friends
Peer-directed agentic engagement is a new educational phenomenon. • We conducted a multilevel randomized control trial with longitudinally assessed dependent measures. • Peer-directed agentic engagement emerges from autonomy-supportive teaching and student autonomy. • Once increased, peer-based agentic engagement yields motivational benefits. This preregistered study introduced the new phenomenon of peer-directed agentic engagement, defined as th…
Psychological need satisfaction and behavioral engagement reciprocally enhance each other—Unless one’s teacher is perceived to be highly controlling
Psychological need satisfaction energizes behavioral engagement, but behavioral engagement may also create the conditions to experience psychological need satisfaction.Recognizing this possible reciprocal relation and using a self-determination theory framework, we used a within-subjects research design to assess the reciprocal effects of student need satisfaction and their behavioral engagement under three conditions: low, moderate, and high per…
Two ways teachers can develop greater harmonious passion
Background Passion is highly prized. The Dualistic Model of Passion provides a general roadmap for how people develop passion, at least under conditions in which they can freely schedule their daily activity, abandon activities they no longer value, and have flexible time to invest as they see fit. But teaching is a different, because many aspects of this activity are fixed and pre-set by circumstances. Recognizing this unique condition of classr…
Bystanders tend to defend victims in a supportive classroom climate
When bystanders reinforce bullies, bullying tends to escalate; when bystanders defend victims, bullying tends to de-escalate. Recognizing this pattern, we adopted a social-ecological perspective within a self-determination theory framework to conduct two studies. Study 1 was a pre-registered cluster randomized control trial in which 38 Korean secondary teachers (9 females, 29 males; 19 experimental, 19 control) participated in an intervention to …
Teaching with confidence
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
Longitudinal reciprocal effects of agentic engagement and autonomy support
Learning how to become an autonomy-supportive teacher begins with perspective taking
Using self-determination theory, we sought to explain how teachers learn autonomy-supportive teaching. We randomly assigned 28 teachers (35.3 years-old, grades 7–9) and their 1566 students (13.4 years-old, 50.8% female) to participate or not in an autonomy-supportive teaching workshop. Teacher participation in the workshop increased autonomy-supportive teaching. Results from a multilevel structural equation modeling analysis showed that teachers …
Autonomy-supportive teaching leads to autonomy-supportive parenting
We investigated for a teacher-to-parent relationship spillover effect in which students who received year-long autonomy-supportive teaching at school then received greater year-end autonomy-supportive parenting at home. Using a randomized control trial research design, teachers from 44 physical education classes and their 1185 secondary-grade students either did or did not participate in an autonomy-supportive teaching workshop. Over one academic…
Cluster randomized control trial to reduce peer victimization
Peer victimization is a worldwide crisis unresolved by 50 years of research and intervention. We capitalized on recent methodological advances and integrated self-determination theory with a social-ecological perspective. We provided teachers with a professional development experience to establish a highly supportive classroom climate that enabled the emergence of pro-victim student bystanders during bullying episodes. In our longitudinal cluster…
Autonomy-supportive teaching
Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes—support intrinsic motivation and support internalization. Using self-determination theory principles and empirical findings, researchers have developed and implemented numerous teacher-focused and methodologically-rigorous i…
An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement
In the face of everyday classroom challenges, students display resilience by responding with increased agentic engagement. We hypothesized that this tendency toward greater initiative and lesser passivity was both an outcome of autonomy need satisfaction and autonomy-supportive teaching and a predictor of students’ future capacity to experience autonomy satisfaction and to recruit autonomy support. Twenty-two physical education (PE) teachers and …
When teachers learn how to provide classroom structure in an autonomy-supportive way
Why autonomy-supportive interventions work
A classroom-based intervention to help teachers decrease students’ amotivation
Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students
Using the field’s state-of-the-art knowledge, we designed, implemented, and assessed the effectiveness of an intervention to help physical education (PE) teachers be more autonomy supportive during instruction. Nineteen secondary-school PE teachers in Seoul were randomly assigned into either an experimental or a delayed-treatment control group, and their 1,158 students self-reported their course-related psychological need satisfaction, autonomous…
When teachers learn how to provide classroom structure in an autonomy-supportive way
Why autonomy-supportive interventions work
Cluster randomized control trial to reduce peer victimization
Peer victimization is a worldwide crisis unresolved by 50 years of research and intervention. We capitalized on recent methodological advances and integrated self-determination theory with a social-ecological perspective. We provided teachers with a professional development experience to establish a highly supportive classroom climate that enabled the emergence of pro-victim student bystanders during bullying episodes. In our longitudinal cluster…
Teaching with confidence
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
Learning how to become an autonomy-supportive teacher begins with perspective taking
Using self-determination theory, we sought to explain how teachers learn autonomy-supportive teaching. We randomly assigned 28 teachers (35.3 years-old, grades 7–9) and their 1566 students (13.4 years-old, 50.8% female) to participate or not in an autonomy-supportive teaching workshop. Teacher participation in the workshop increased autonomy-supportive teaching. Results from a multilevel structural equation modeling analysis showed that teachers …
Experimentally Based, Longitudinally Designed, Teacher-Focused Intervention to Help Physical Education Teachers Be More Autonomy Supportive Toward Their Students
Using the field’s state-of-the-art knowledge, we designed, implemented, and assessed the effectiveness of an intervention to help physical education (PE) teachers be more autonomy supportive during instruction. Nineteen secondary-school PE teachers in Seoul were randomly assigned into either an experimental or a delayed-treatment control group, and their 1,158 students self-reported their course-related psychological need satisfaction, autonomous…
A classroom-based intervention to help teachers decrease students’ amotivation
Why autonomy-supportive interventions work
An autonomy-supportive intervention to develop students’ resilience by boosting agentic engagement
In the face of everyday classroom challenges, students display resilience by responding with increased agentic engagement. We hypothesized that this tendency toward greater initiative and lesser passivity was both an outcome of autonomy need satisfaction and autonomy-supportive teaching and a predictor of students’ future capacity to experience autonomy satisfaction and to recruit autonomy support. Twenty-two physical education (PE) teachers and …
When teachers learn how to provide classroom structure in an autonomy-supportive way
Autonomy-supportive teaching
Autonomy-supportive teaching is the adoption of a student-focused attitude and an understanding interpersonal tone that enables the skillful enactment of seven autonomy-satisfying instructional behaviors to serve two purposes—support intrinsic motivation and support internalization. Using self-determination theory principles and empirical findings, researchers have developed and implemented numerous teacher-focused and methodologically-rigorous i…
Cluster randomized control trial to reduce peer victimization
Peer victimization is a worldwide crisis unresolved by 50 years of research and intervention. We capitalized on recent methodological advances and integrated self-determination theory with a social-ecological perspective. We provided teachers with a professional development experience to establish a highly supportive classroom climate that enabled the emergence of pro-victim student bystanders during bullying episodes. In our longitudinal cluster…
Longitudinal reciprocal effects of agentic engagement and autonomy support
Learning how to become an autonomy-supportive teacher begins with perspective taking
Using self-determination theory, we sought to explain how teachers learn autonomy-supportive teaching. We randomly assigned 28 teachers (35.3 years-old, grades 7–9) and their 1566 students (13.4 years-old, 50.8% female) to participate or not in an autonomy-supportive teaching workshop. Teacher participation in the workshop increased autonomy-supportive teaching. Results from a multilevel structural equation modeling analysis showed that teachers …
Autonomy-supportive teaching leads to autonomy-supportive parenting
We investigated for a teacher-to-parent relationship spillover effect in which students who received year-long autonomy-supportive teaching at school then received greater year-end autonomy-supportive parenting at home. Using a randomized control trial research design, teachers from 44 physical education classes and their 1185 secondary-grade students either did or did not participate in an autonomy-supportive teaching workshop. Over one academic…
Two ways teachers can develop greater harmonious passion
Background Passion is highly prized. The Dualistic Model of Passion provides a general roadmap for how people develop passion, at least under conditions in which they can freely schedule their daily activity, abandon activities they no longer value, and have flexible time to invest as they see fit. But teaching is a different, because many aspects of this activity are fixed and pre-set by circumstances. Recognizing this unique condition of classr…
Bystanders tend to defend victims in a supportive classroom climate
When bystanders reinforce bullies, bullying tends to escalate; when bystanders defend victims, bullying tends to de-escalate. Recognizing this pattern, we adopted a social-ecological perspective within a self-determination theory framework to conduct two studies. Study 1 was a pre-registered cluster randomized control trial in which 38 Korean secondary teachers (9 females, 29 males; 19 experimental, 19 control) participated in an intervention to …
Teaching with confidence
This study investigated the causal impact of gains in teacher self-efficacy (TSE) on educational outcomes within a Social Cognitive Theory framework. In a 3-wave longitudinal randomized control trial with 91 secondary teachers in Korea, the experimental group received skill-based training (in autonomy-supportive teaching). As expected, the intervention significantly improved both autonomy-supportive teaching and TSE at mid-year. Structural equati…
Greater autonomy need satisfaction with a little help from my friends
Peer-directed agentic engagement is a new educational phenomenon. • We conducted a multilevel randomized control trial with longitudinally assessed dependent measures. • Peer-directed agentic engagement emerges from autonomy-supportive teaching and student autonomy. • Once increased, peer-based agentic engagement yields motivational benefits. This preregistered study introduced the new phenomenon of peer-directed agentic engagement, defined as th…
Psychological need satisfaction and behavioral engagement reciprocally enhance each other—Unless one’s teacher is perceived to be highly controlling
Psychological need satisfaction energizes behavioral engagement, but behavioral engagement may also create the conditions to experience psychological need satisfaction.Recognizing this possible reciprocal relation and using a self-determination theory framework, we used a within-subjects research design to assess the reciprocal effects of student need satisfaction and their behavioral engagement under three conditions: low, moderate, and high per…
Psychology (13 works) · Autonomy (12 works) · Motivation and Self-Concept in Sports (12 works) · Pedagogy (8 works) · Social Psychology (8 works) · Youth Development and Social Support (7 works) · Developmental psychology (5 works) · Mathematics education (5 works) · Behavioral Health and Interventions (4 works) · Medicine (4 works)