The motivational effects of the classroom environment in facilitating self-regulated learning

Journal of Marketing Education

Volumn 27, Issue 1, 2005, Pages 25-40

  Young, Mark R ^a  

^a WINONA STATE UNIVERSITY   (United States)

Author keywords

Classroom environment; Cognitive evaluation theory; Goal orientation; Motivation; Self regulated learning

Indexed keywords

EID: 21444436351     PISSN: 02734753     EISSN: None     Source Type: Journal    
DOI: 10.1177/0273475304273346     Document Type: Article

References (87)

1. Ainley, M. D. 1993. Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement. Journal of Educational Psychology 85:395-405.
2. Amabile, T. M. 1996. Creativity in context. New York Westview.
3. Ames, C. 1992. Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology 84:261-71.
4. Ames, C., and J. Archer. 1988. Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology 80 (3): 260-67.
5. Association to Advance Collegiate Schools of Business. 2003. Proposed draft - Eligibility procedures and standards for business accreditation. http://www.aacsb.edu/accreditation/brc/ standards-4-25.pdf, p. 52 (accessed July 2003).
6. Bagozzi, Richard P. 1994. Structural equation models in marketing research: Basic principles. In Principles of marketing research, edited by R. Bagozzi, 317-85. Oxford, UK: Basil Blackwell.
7. Bandura, Albert. 1986. Social foundations of thought and action: A social-cognitive view. Englewood Cliffs, NJ: Prentice Hall.
8. Bandura, Albert. 1993. Perceived self-efficacy on cognitive development and functioning. Educational Psychologist 28 (2): 117-48.
9. Bandura, Albert. 2001. Guide for constructing self-efficacy scales http://www.emory.edu/EDUCATION/mfp/Bandura/Index.html#guide (accessed November 2002).
10. Baron, Reuben M., and David A. Kenny. 1986. The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 51 (6): 1173-82.
11. Boekaerts, M. 1997. Self-regulated learning: A new concept embraced by researcher, policy makers, educators, teachers, and students. Learning and Instruction 7 (2): 161-86.
12. Brandt., R. 1988. On learning research: A conversation with Lauren Resnick. Educational Leadership 46 (4): 12-16.
13. Brunel, P. 1999. Relationship between achievement goal orientations and perceived motivational climate on intrinsic motivation. Scandinavian Journal of Medicine and Science in Sports 9:365-74.
14. Celuch, Kevin, and Mark Slama. 1998. Critical thinking as an integrative theme for teaching lifelong learning skills in marketing. Marketing Education Review 8 (3): 1-12.
15. Celuch, Kevin, and Mark Slama. 2000. Student perceptions of a marketing course taught with the critical thinking approach. Marketing Education Review 10 (1): 57-64.
16. Celuch, Kevin, and Mark Slama. 2002. Promoting critical thinking and life-long learning: An experiment with the theory of planned behavior. Marketing Education Review 12 (2): 13-22.
17. Chickering, Arthur W., and Zelda F. Gamson. 1987. Seven principles for good practice in undergraduate education. Wingspread Journal 9 (2): 1-16.
18. Chonko, Lawrence B. 2003. A look to the future of marketing education: Observations of one teacher-researcher curmudgeon. Marketing Education Review 13 (1): 1-20.
19. Clark, Lee Anna, and David Watson. 1995. Constructing validity: Basic issues in objective scale development. Psychological Assessment 7 (3): 309-19.
20. Cokley, Kevin O., Naijean Bernard, Dana Cunningham, and Janice Motoike. 2001. A psychometric investigation of the academic motivation scale using a United States sample. Measurement and Evaluation in Counseling and Development 34 (2): 109-19.
21. Corno, L. 1986. The metacognitive components of self-regulated learning. Contemporary Educational Psychology 11:333-46.
22. Corno, L., and E. B. Mandinach. 1983. The role of cognitive engagement in classroom learning and motivation. Educational Psychology 18:88-108.
23. Daly, Shawn B. 2001. Student-operated Internet businesses: True experiential learning in entrepreneurship and retail management. Journal of Marketing Education 23 (3): 204-15.
24. Das, J. P., J. A. Naglieri, and D. B. Murphy. 1995. Individual differences in cognitive processes of planning: A personality variable? Psychology Record 45 (3): 355-71.
25. Deci, Edward L. 1975. Intrinsic motivation. New York: Plenum.
26. Deci, Edward L., R. Koestner, and Richard M. Ryan. 1999. A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin 125:627-68.
27. Deci, Edward L., and Richard M. Ryan. 1985. Intrinsic motivation and self-determination in human behavior. New York: Plenum.
28. Deci, William R., J. Nezlek, and L. Sheinman. 1981. Characteristics of the rewarder and intrinsic motivation of the rewardee. Journal of Personality and Social Psychology 40: 1-10.
29. Diamantopoulos, Adamantios, and Heidi M. Winklhofer. 2001. Index construction with formative indicators: An alternative to scale development. Journal of Marketing Research 38 (2): 269-77.
30. Dillion, William R., and Matthew Goldstein. 1984. Multivariate analysis: Methods and applications. New York: John Wiley.
31. Dorobantu, M., and S. J. H. Biddle. 1997. The influence of situational and individual goals on the intrinsic motivation of Romanian adolescents toward physical education. European Yearbook of Sports Psychology 1:148-65.
32. Duda, J. L., and J. Whitehead. 1998. Measurement of goal perspectives in the physical domain. In Advances in sport and exercise psychology measurement, edited by J. L. Duda, 20-47. Morgantown, WV: Fitness Information Technology.
33. Dweck, C. S., and E. L. Leggett. 1988. A social-cognitive approach to motivation and personality. Psychological Review 95:256-73.
34. Ferrer-Caja, Emilio, and Maureen R. Weiss. 2000. Predictors of intrinsic motivation among adolescent students in physical education. Research Quarterly for Exercise and Sport 71:267-79.
35. Ferrer-Caja, Emilio, and Maureen R. Weiss. 2002. Cross-validation of a model of intrinsic motivation with students enrolled in high school elective courses. Journal of Experimental Education 71 (1): 41-66.
36. Flink, C., A. K. Boggiano, and M. Barrett. 1990. Controlling teaching strategies: Undermining children's self-determination and performance. Journal of Personality and Social Psychology 59:916-24.
37. Frontczak, Nancy T. 1998. A paradigm for the selection, use and development of experiential learning activities in marketing education. Marketing Education Review 8 (3): 25-34.
38. Garcia, Teresa, and Paul R. Pontrich. 1996. The effects of autonomy on motivation and performance in the college classroom. Contemporary Educational Psychology 21 (4): 477-86.
39. Gist, Marilyn E., and Terrence R. Mitchell. 1992. Self-efficacy: A theoretical analysis of its determinants and malleability. Academy of Management Review 17:183-211.
40. Gremler, Dwayne D., K. Douglas Hoffman, Susan M. Keaveney, and Lauren K. Wright. 2000. Experiential learning exercises in services marketing courses. Journal of Marketing Education 22 (1): 35-44.
41. Hagborg, W. J. 1992. Grades and motivational orientation among high school students. Journal of Psychoeducational Assessment 10:355-361.
42. Harter, S. 1981. A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology 17:300-12.
43. Hernandez, Sigfredo A. 2002. Team learning in a Marketing Principles course: Cooperative structures that facilitate active learning and higher level thinking. Journal of Marketing Education 24 (1): 73-85.
44. Hwang, Young Suk, and Konstantinos Vrongistinos. 2002. Elementary inservice teachers' self-regulated learning strategies related to their academic achievements. Journal of Instructional Psychology 29 (3): 147-54.
45. Kilpatrick, Marcus, Edward Hebert, and Dee Jacobsen. 2002. Physical activity motivation: A practitioner's guide to self-determination theory. Journal of Physical Education, Recreation and Dance 73 (4): 36-42.
46. Kleinbaum, D. G., L. Kopper, and K. E. Muller. 1988. Applied regression analysis and other multivariable methods. 2nd ed. Boston: PWS-Kent.
47. Licht, B. G., and C. S. Dweck. 1984. Determinants of academic achievement: The interaction of children's achievement orientations with skills area. Developmental Psychology 20:628-36.
48. Lilly, Bryan, and Michael J. Tippins. 2002. Enhancing student motivation in marketing classes: Using student management groups. Journal of Marketing Education 24 (3): 253-64.
49. Loranger, A. L. 1994. The study of strategies of successful and unsuccessful high school students. Journal of Reading Behavior 26:347-60.
50. McKeachie, W. J. 1990. Research on college teaching: The historical background. Journal of Educational Psychology 82:189-200.
51. Mendenhall, W., and Terry Sincich. 1996. A second course in statistics: Regression analysis. Upper Saddle River, NJ: Prentice Hall.
52. Meece, Judith L., Phyllis C. Blumenfeld, and Rick H. Hoyle. 1988. Students' goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology 80 (4): 514-23.
53. Meece, Judith L., and K. Holt. 1993. A pattern analysis of students' achievement goals. Journal of Educational Psychology 85:582-90.
54. Miller, J. W. 2000. Exploring the sources of self-regulated learning: The influence of internal and external comparisons. Journal of Instructional Psychology 27 (1): 47-52.
55. Nicholls, J. G. 1989. The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
56. Nolen, S. B. 1986. Reasons for studying: Motivational orientations and study strategies. Cognition and Instruction 5 (4): 269-87.
57. Nolen, S. B. 1988. Reasons for studying: Motivational orientations and study strategies. Cognitions and Instruction 5 (4): 269-87.
58. Ntoumanis, Nikos. 2001, Empirical links between achievement goal theory and self-determination theory in sports. Journal of Sports Science 19 (6): 397-427.
59. Papaioannou, A. 1994. Development of a questionnaire to measure achievement goal orientations in physical education. Research Quarterly for Exercise and Sport 65:11-20.
60. Park, S. H. 1992. Motivational belief, volitional control and self-regulated learning. PhD diss., University of Michigan. Dissertation Abstracts International 53 (5): 1456A.
61. Peterson, Robert M. 2001. Course participation: An active learning approach employing student documentation. Journal of Marketing Education 23 (3): 187-94.
62. Pintrich, Paul R. 1988. A process-oriented view of student motivation. In Improving teaching and learning through research: New directions for instructional research, Vol. 57, edited by J. Stark and L. Mets, 65-79. San Francisco: Jossey-Bass.
63. Pintrich, Paul R. 1989. The dynamic interplay of student motivation and cognition in the college classroom. In Advances in motivation and achievement: Motivation enhancing environments, Vol. 6, edited by C. Ames and M. Maehr, 117-60. Greenwich, CT: JAI.
64. Pintrich, Paul R., and Elisabeth V. De Groot. 1990. Motivational and self-regulation learning components of classroom academic performance. Journal of Educational Psychology 82 (1): 33-40.
65. Pintrich, Paul R., and T. Garcia. 1991. Student goal orientation and self-regulation in the college classroom. In Advances in motivation and achievement, Vol. 7, edited by M. L. Maehr and P. R. Pintrich, 371-402. Greenwich, CT: JAI.
66. Reeve, Johnmarshall, Elizabeth Bolt, and Yi Cai. 1999. Autonomy-supportive teachers how they teach and motivate students. Journal of Educational Psychology 91 (3): 537-48.
67. Ridley, D. S., P. A. Schutz, R. S. Glanz, and C. E. Weinstein. 1992. Self-regulated learning: The interactive influence of metacognitive awareness and goal-setting. Journal of Experimental Education 60 (4): 293-306.
68. Rothstein, R. 1990. Educational psychology. New York: McGraw-Hill.
69. Ryan, Richard M. 1982. Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory. Journal of Personality and Social Psychology 43:450-61.
70. Ryan, Richard M., and Edward L. Deci. 2000. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55 (1): 68-78.
71. Siegel, Carolyn F. 2000. Introducing marketing students to business intelligence using project-based learning on the World Wide Web. Journal of Marketing Education 22 (2): 90-98.
72. Somuncuoglu, Yesim, and Ali Yildirim. 1999. Relationship between achievement goal orientations and use of learning strategies. Journal of Educational Research 92 (5): 267-77.
73. Stipek, Deborah J., Julie S. Salmon, and Karen B. Givven. 1998. The value of practices suggested by motivation research and promoted by mathematics education reformers. Journal of Research in Mathematics Education 29 (4): 465-88.
74. Taylor, Kimberly A. 1998. The marketing trade show: A new method for incorporating student projects into large classes. Journal of Marketing Education 20 (3): 250-57.
75. Utman, C. H. 1997. Performance effects of motivational state: A meta-analysis. Personality and Social Psychology Review 1: 170-82.
76. Vallerand, R. J. 1997. Toward a hierarchical model ot intrinsic and extrinsic motivation. In Advances in experimental social psychology, Vol. 29, edited by M. P. Zanna, 271-360. New York: Academic Press.
77. Vallerand, R. J., L. G. Pelletier, M. R. Blais, N. M. Briere, C. Senecal, and E. F. Vallieres. 1992. The Academic Motivation Scale: A measure of intrinsic, extrinsic, and motivation in education. Educational and Psychological Measurement 52:1003-17.
78. Van Voorhis, Judy L. 1995. Implementing cooperative structures to increase motivation and learning in the college classroom. Paper presented at the Lilly Conference on College Teaching, June, Columbia, SC.
79. Vlachopoulos, S., and S. J. H. Biddle. 1996. Achievement goal orientations and intrinsic motivation in a track and field event in school physical education. European Physical Education Review 2:158-64.
80. Weinstein, C. E., and R. E. Mayer. 1986. The teaching of learning strategies. In Handbook of research on teaching, edited by M. Wittrock, 315-27. New York: Macmillan.
81. Weinstein, C. E., D. S. Ridley, T. Dahl, and E. S. Weher. 1989. Helping students develop strategies for effective learning. Educational Leadership 46 (4): 17-19.
82. Woolfolk, A. E. 1990. Educational psychology. Boston: Allyn & Bacon.
83. Wright, Lauren K., Mary Jo Bitner, and Valerie A. Zeithaml. 1994. Paradigm shifts in business education: Using active learning to deliver services marketing content. Journal of Marketing Education 16 (3): 5-19.
84. Zhou, Jing. 1998. Feedback valence, feedback style, task autonomy, and achievement orientation interactive effects on creative performance. Journal of Applied Psychology 83 (2): 261-76.
85. Zimmerman, B. J. 1989. A social cognitive view of self-regulated academic learning. Journal of Educational Psychology 81 (3): 329-39.
86. Zimmerman, B. J. 1995. Self-efficacy and educational development. In Self-efficacy and changing societies, edited by A. Bandura, 202-31. New York: Cambridge University Press.
87. Zimmerman, B. J., and M. Martinez-Pons. 1986. Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal 23:614-28.