Learning through interviewing: Students and teachers talk about learning and schooling

Educational Psychologist

Volumn 37, Issue 1, 2002, Pages 41-52

  De Groot, Elisabeth Vialpando ^a  

^a UNIVERSITY OF MICHIGAN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036100927     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1207/S15326985EP3701_5     Document Type: Conference Paper

References (37)

1. Ames, C. (1992a). Achievement goals and the classroom motivational climate. In D. Schunk & J. Meece (Eds.), Student perceptions in the classroom: Causes and consequences (pp. 327-348). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
2. Ames, C. (1992b). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
3. Anderman, E., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
4. Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis. American Education Research Journal, 32(3), 627-658.
5. Brophy, J. (1999). Research on motivation in education: Past, present, and future. In M. L. Maehr, P. R. Pintrich, & T. C. Urdan(Eds.), Advances in motivation and achievement: The role of context (Vol. 11, pp, 1-44). Stamford, CT: JAI.
6. Bryk, A. S., Lee, V. E., & Holland, P. B. (1993). Catholic schools and the common good. Cambridge, MA: Harvard University Press.
7. Bryk, A. S., Lee, V. E., & Smith, J. B. (1990). High school organization and its effects on teachers and students: An interpretive summary of the research. In W. T. Cline & J. F. Witte (Eds.), Choice and control in American education (Vol. 1, pp. 135-226). Philadelphia: Falmer.
8. De Groot, E. V. (2002). In their own words: Students and teachers talk about learning and schooling. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 12, pp. 157-206. Oxford, England, JAI.
9. Eccles, J. (1983) Expectancies, values, and achievement behaviors. In J. T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco: Freeman.
10. Eccles, J., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 139-186). San Diego, CA: Academic.
11. Fravil, K., & De Groot, E. V. ( 1995, April). Early adolescents' perceptions of school reform. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
12. Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationship to motivation and achievement. Journal of Early Adolescence, 13, 12-43.
13. LeCompte, M. D., & Schensul, J. J. (1999). Designing and conducting ethnographic research. Walnut Creek, CA: AltaMira Press.
14. Lee, V. E., Bryk, A. S., & Smith, J. B. (1993). The organization of effective high schools. In L. Darling-Hammond (Ed.), Review of Research in Education (Vol. 19, pp. 171-267). Washington, DC: American Educational Research Association.
15. Lee, V. E., & Croninger, R. G. (1998, April). Elements of social capital in the context of six high schools. Paper presented at "Social Capital: An International Conference Bridging Disciplines, Policies, and Communities." East Lansing: Michigan State University.
16. Maehr, M. L., & Midgley, C. (1996). Transforming school cultures. Boulder, CO: Westview.
17. Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. Child Development, 60, 981-992.
18. Midgley, C., Kaplan, A., & Middleton, M. (2001). Performance approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
19. Miles, M. B., & Huberman, M. (1994). Qualitative data analysis. Thousand Oaks, CA: Sage.
20. Nolen, S. (1988). Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction, 5, 269-287.
21. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
22. Pintrich, P. R. (2000). Educational psychology at the millennium: A look back and a look forward. Educational Psychologist, 35(4), 221-226.
23. Pintrich, P. R., & De Groot, E. V. (1993, April). Narrative and paradigmatic perspectives on measuring student motivation and self-regulated learning in the classroom context. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
24. Pintrich, P. R., & De Groot, E. V. (1990a, April). Quantitative and qualitative perspectives on student motivational beliefs and self-regulated learning. Paper presented at the annual meeting of the American Educational Research Association, Boston, MA.
25. Pintrich, P. R., & De Groot, E. V. (1990b). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
26. Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research and applications. Englewood Cliffs, NJ: Merrill Prentice-Hall.
27. Roeser, R., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88, 408-422.
28. Schensul, J. J., LeCompte, M. D., Nastasi, B. K., & Borgatti, S. P. (1999). Enhanced ethnographic methods. Walnut Creek, CA: AltaMira Press.
29. Schensul, S. L., Schensul, J. J., & LeCompte, M. D. (1999). Essential ethnographic methods. Walnut Creek, CA: AltaMira Press.
30. Schoenfeld, A. H. (1999). Looking toward the 21st century: Challenges of educational theory and practice, Educational Researcher, 28(7), 4-14.
31. Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation of academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). San Diego, CA: Academic.
32. Seidman, I. (1998). Interviewing as qualitative research: A guide for researchers in education and the social sciences. New York: Teachers College Press.
33. Stokes, D. E. (1997). Pasteur's quadrant: Basic science and technical innovation. Washington, DC: Brookings Institute.
34. Weiss, R. S. (1994). Learning from strangers: The art and method of qualitative interview studies. New York: Free Press.
35. Wentzel, K. R. (1994). The relations of social goal pursuit to social acceptance, classroom behavior and perceived social support. Journal of Educational Psychology, 86, 173-182.
36. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 532-566). San Diego, CA: Academic.
37. Wolters, C., Yu, S., & Pintrich, P. R. (1996). The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning and Individual Differences, 8, 211-232.