The dynamic interplay of student motivation and cognition in the college of education students at Kuwait University

Social Behavior and Personality

Volumn 33, Issue 4, 2005, Pages 341-350

  Al Ansari, Eissa M ^a  

^a KUWAIT UNIVERSITY   (Kuwait)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 21344432342     PISSN: 03012212     EISSN: None     Source Type: Journal    
DOI: 10.2224/sbp.2005.33.4.341     Document Type: Review

References (30)

1. Ames, C. (1981). Competitive versus cooperative reward structure: The influence of individual and group performance factors on achievement attributions and affect. American Educational Research Journal, 18, 273-287.
2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
3. Anderman, E. M. (1992). Motivation and cognitive strategy use in reading and writing. (Educational Resources Information Center Document Reproduction Service No. ED 374.402)
4. Anderman, E. M., & Midgley, C. (1992). Student self-efficacy as a function of classroom goal orientation. (Educational Resources Information Center Document Reproduction Service No. ED 375-367).
5. Bandura, A. (1993). Perceived self-efficacy in cognitive functioning. Education Psychologist, 28, 117-148.
6. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67(3), 1206-1222.
7. Cantor, N., & Kihlstrom, J. (1987). Personality and social intelligence. Englewood Cliffs, NJ: Prentice-Hall.
8. Chance, P. (1986). Thinking in the classroom: A survey of programs. New York: Teachers College Press.
9. Covington, M., & Omelich, C. (1984). Task oriented versus competitive learning structures: Motivational and performance consequences. Journal of Educational Psychology, 76, 1038-1050.
10. Doyle, W. (1983). Academic work. Review of Education Research, 53, 159-200.
11. Dunkin, M. (1986). Research on teaching in higher education. In M. Wittrock (Ed.), Handbook of research on teaching (pp. 754-777). New York: Macmillan.
12. Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychological Press.
13. Dweck, C. S., & Elliott, E. S. (1983). Achievement motivation. In P. H. Mussen (Ed.), Handbook of child psychology, (Vol. 4, pp. 643-691). New York: J. Wiley & Sons.
14. Glaser, R. (1984). Education and thinking: The role of knowledge. American Psychologist, 39, 93-104.
15. Lewalter, D. (2003). Cognitive strategies for learning from static and dynamic visuals. Learning and Instruction, 13, 177-189.
16. Lowe, R. (1999). Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14, 225-244.
17. Lowe, R. (2003). Animation and learning: Selective processing of information in dynamic graphics. Learning and Instruction, 13, 157-176.
18. McKeachie, W. J., Pintrich, P. R., Lin, Y., & Smith, D. (1986). Teaching and learning in the college classroom: A review of the research literature. Ann Arbor, MI: National Center for Research to Improve Postsecondary Teaching and Learning (NCRIPTAL), The University of Michigan.
19. Paris, S. G., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
20. Pearsons, J. E., & Goff, S.B. (1978). Achievement and motivation: Dual modalities. Journal of Educational Psychology, 13, 93-96.
21. Pintrich, P. R. (1988). A process-oriented view of student motivation and cognition. In J. Stark & S. Mets (Eds.). Improving teaching and learning through research: New directions for institutional research, 57(11), 65-79.
22. Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. Advances in Motivation and Achievement: Motivation Enhancing Environment, 6, 117-160.
23. Pintrich, P. R., Cross, D. R., Kozma, R. B., & McKeachie, W. J. (1986). Instructional psychology. Annual Review of Psychology, 37, 611-651.
24. Pintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. L. Machr & P. R. Pintrich (Eds.), Advances in motivation and achievement: Goals and self-regulatory Processes, 1, 371-402.
25. Pintrich, P. R., Smith, D. A. F., & McKeachie, W. J. (1989). A manual for the use of the MSLQ. NCRIPTAL, School of Education, University of Michigan, Ann Arbor, Michigan, USA.
26. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
27. Sternberg, R. J. (1985). Beyond IQ: A triarchic theory of human intelligence. Cambridge: Cambridge University Press.
28. Sternberg, R., Torff, B., & Griogorenko, E. L. (1998). Teaching triarchically improves school achievement. Journal of Educational Psychology, 90(3), 374-384.
29. Weiner, B. (1980). Human motivation. New York: Holt, Rinehart, & Winston.
30. Wentzel, K. R. (1997). Student motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89, 411-419.