-
1
-
-
0002721727
-
Achievement goals and the classroom motivational climate
-
D. Schunk & J. Meece (Eds.), Hillsdale, NJ: Erlbaum
-
Ames, C. (1992). Achievement goals and the classroom motivational climate. In D. Schunk & J. Meece (Eds.) Student perceptions in the classroom (pp. 327-349). Hillsdale, NJ: Erlbaum.
-
(1992)
Student Perceptions in the classroom
, pp. 327-349
-
-
Ames, C.1
-
2
-
-
0000518439
-
Motivational determinants of risk taking behavior
-
Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64, 359-372.
-
(1957)
Psychological Review
, vol.64
, pp. 359-372
-
-
Atkinson, J.W.1
-
3
-
-
0002026622
-
Ownership, literacy achievement, and students of diverse cultural backgrounds
-
J. T. Guthrie & A. Wigfield (Eds.), Newark, DE: International Reading Association
-
Au, K. H. (1997). Ownership, literacy achievement, and students of diverse cultural backgrounds. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 168-182). Newark, DE: International Reading Association.
-
(1997)
Reading Engagement: Motivating Readers through Integrated Instruction
, pp. 168-182
-
-
Au, K.H.1
-
5
-
-
0037318578
-
College women’s value orientations toward family, career, and graduate school
-
Battle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62, 56-75.
-
(2003)
Journal of Vocational Behavior
, vol.62
, pp. 56-75
-
-
Battle, A.1
Wigfield, A.2
-
6
-
-
0013245060
-
Motivational determinants of academic task persistence
-
Battle, E. (1965). Motivational determinants of academic task persistence. Journal ofPersonality and Social Psychology, 2, 209-218.
-
(1965)
Journal Ofpersonality and Social Psychology
, vol.2
, pp. 209-218
-
-
Battle, E.1
-
7
-
-
0001403737
-
Motivational determinants of academic competence
-
Battle, E. (1966). Motivational determinants of academic competence. Journal ofPersonality and Social Psychology, 4, 534-642.
-
(1966)
Journal Ofpersonality and Social Psychology
, vol.4
, pp. 534-642
-
-
Battle, E.1
-
8
-
-
0004191733
-
-
(Eds.), San Diego, CA: Academic Press
-
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Handbook of self-regulation. San Diego, CA: Academic Press.
-
(2000)
Handbook of Self-Regulation
-
-
Boekaerts, M.1
Pintrich, P.R.2
Zeidner, M.3
-
9
-
-
0033465796
-
Toward a model of the value aspects of motivation for education: Developing appreciation for particular learning domains and activities
-
Brophy, J. E. (1999). Toward a model of the value aspects of motivation for education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34, 75-86.
-
(1999)
Educational Psychologist
, vol.34
, pp. 75-86
-
-
Brophy, J.E.1
-
11
-
-
0027637720
-
Decision field theory: A dynamic cognitive approach to decision making in an uncertain environment
-
Busemeyer, J. R., & Townsend, J. T. (1993). Decision field theory: A dynamic cognitive approach to decision making in an uncertain environment. Psychological Review, 100, 432-459.
-
(1993)
Psychological Review
, vol.100
, pp. 432-459
-
-
Busemeyer, J.R.1
Townsend, J.T.2
-
13
-
-
0002452383
-
On the structural of behavioral selfregulation
-
M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Carver, C. S., & Scheier, M. F. (2000). On the structural of behavioral selfregulation. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 41-84). San Diego, CA: Academic Press.
-
(2000)
Handbook of Self-Regulation
, pp. 41-84
-
-
Carver, C.S.1
Scheier, M.F.2
-
14
-
-
84917162379
-
Diverse texts and technology for reading
-
J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Mahwah, NJ: Erlbaum
-
Davis, M. H., & Tonks, S. (2004). Diverse texts and technology for reading. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-Oriented Reading Instruction (pp. 143-172). Mahwah, NJ: Erlbaum.
-
(2004)
Motivating Reading Comprehension: Concept-Oriented Reading Instruction
, pp. 143-172
-
-
Davis, M.H.1
Tonks, S.2
-
15
-
-
33745131409
-
Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis
-
Durik, A. M., Vida, M., & Eccles, J. S. (2006). Task values and ability beliefs as predictors of high school literacy choices: A developmental analysis. Journal ofEducational Psychology, 98, 382-393.
-
(2006)
Journal Ofeducational Psychology
, vol.98
, pp. 382-393
-
-
Durik, A.M.1
Vida, M.2
Eccles, J.S.3
-
16
-
-
0021700748
-
Sex differences in achievement patterns
-
T. Sondereg- ger (Ed.), Lincoln: University of Nebraska Press
-
Eccles, J. S. (1984). Sex differences in achievement patterns. In T. Sondereg- ger (Ed.), Nebraska Symposium on Motivation (Vol. 32, pp. 97-132). Lincoln: University of Nebraska Press.
-
(1984)
Nebraska Symposium on Motivation
, vol.32
, pp. 97-132
-
-
Eccles, J.S.1
-
17
-
-
0027059306
-
School and family effects on the ontogeny of children’s interests, self-perceptions, and activity choice
-
J. Jacobs (Ed.), Lincoln: University of Nebraska Press
-
Eccles, J. S. (1993). School and family effects on the ontogeny of children’s interests, self-perceptions, and activity choice. In J. Jacobs (Ed.), Nebraska Symposium on Motivation, 1992: Developmentalperspectives on motivation (pp. 145-208). Lincoln: University of Nebraska Press.
-
(1993)
Nebraska Symposium on Motivation, 1992: Developmentalperspectives on Motivation
, pp. 145-208
-
-
Eccles, J.S.1
-
18
-
-
0002647891
-
Expectancies, values, and academic behaviors
-
J. T. Spence (Ed.), San Francisco: Freeman
-
Eccles Parsons, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., et al. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motivation (pp. 75-146). San Francisco: Freeman.
-
(1983)
Achievement and Achievement Motivation
, pp. 75-146
-
-
Eccles Parsons, J.1
Adler, T.F.2
Futterman, R.3
Goff, S.B.4
Kaczala, C.M.5
Meece, J.L.6
-
19
-
-
78649716820
-
Gender differences in sport involvement: Applying the Eccles’ expectancy-value model
-
Eccles, J. S., & Harold, R. D. (1991). Gender differences in sport involvement: Applying the Eccles’ expectancy-value model. Journal of Applied SportPsychology, 3, 7-35.
-
(1991)
Journal of Applied Sportpsychology
, vol.3
, pp. 7-35
-
-
Eccles, J.S.1
Harold, R.D.2
-
20
-
-
0043054833
-
In the mind of the achiever: The structure of adolescents’ academic achievement related-beliefs and selfperceptions
-
Eccles, J. S., & Wigfield, A. (1995). In the mind of the achiever: The structure of adolescents’ academic achievement related-beliefs and selfperceptions. Personality and Social Psychology Bulletin, 21, 215-225.
-
(1995)
Personality and Social Psychology Bulletin
, vol.21
, pp. 215-225
-
-
Eccles, J.S.1
Wigfield, A.2
-
21
-
-
0036635765
-
Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male sex-typed domains
-
Fredricks, J., & Eccles, J. S. (2002). Children’s competence and value beliefs from childhood through adolescence: Growth trajectories in two male sex-typed domains. Developmental Psychology, 38, 519-533.
-
(2002)
Developmental Psychology
, vol.38
, pp. 519-533
-
-
Fredricks, J.1
Eccles, J.S.2
-
22
-
-
34250159260
-
Classroom contexts for engaged reading: An overview
-
J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Mahwah, NJ: Erlbaum
-
Guthrie, J. T. (2004). Classroom contexts for engaged reading: An overview. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-Oriented Reading Instruction (pp. 1-24). Mahwah, NJ: Erlbaum.
-
(2004)
Motivating Reading Comprehension: Concept-Oriented Reading Instruction
, pp. 1-24
-
-
Guthrie, J.T.1
-
23
-
-
84917090554
-
Fostering the cognitive strategies of reading comprehension
-
J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Mahwah, NJ: Erlbaum
-
Guthrie, J. T., & Taboada, A. (2004). Fostering the cognitive strategies of reading comprehension. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-Oriented Reading Instruction (pp. 87-112). Mahwah, NJ: Erlbaum.
-
(2004)
Motivating Reading Comprehension: Concept-Oriented Reading Instruction
, pp. 87-112
-
-
Guthrie, J.T.1
Taboada, A.2
-
24
-
-
0032379123
-
Does Concept-Oriented Reading Instruction increase strategy-use and conceptual learning from text?
-
Guthrie, J. T., Van Meter, P., Hancock, G. R., McCann, A., Anderson, E., & Alao, S. (1998). Does Concept-Oriented Reading Instruction increase strategy-use and conceptual learning from text? Journal of Educational Psychology, 90, 261-278.
-
(1998)
Journal of Educational Psychology
, vol.90
, pp. 261-278
-
-
Guthrie, J.T.1
Van Meter, P.2
Hancock, G.R.3
McCann, A.4
Erson, E.5
Alao, S.6
-
25
-
-
33745837690
-
Reading motivation and reading comprehension growth in the later elementary years
-
press
-
Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., Humenick, N., & Littles, E. (in press). Reading motivation and reading comprehension growth in the later elementary years. ContemporaryEducational Psychology.
-
Contemporaryeducational Psychology
-
-
Guthrie, J.T.1
Hoa, L.W.2
Wigfield, A.3
Tonks, S.M.4
Humenick, N.5
Littles, E.6
-
26
-
-
85071549653
-
Engagement and motivation in reading
-
M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Mahwah, NJ: Erlbaum
-
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil, P. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
-
(2000)
Handbook of Reading Research
, vol.3
, pp. 403-422
-
-
Guthrie, J.T.1
Wigfield, A.2
-
27
-
-
4544274322
-
Increasing reading comprehension, motivation, and strategy use through Concept Oriented Reading Instruction
-
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., et al. (2004). Increasing reading comprehension, motivation, and strategy use through Concept Oriented Reading Instruction. Journal ofEducational Psychology, 96, 403-423.
-
(2004)
Journal Ofeducational Psychology
, vol.96
, pp. 403-423
-
-
Guthrie, J.T.1
Wigfield, A.2
Barbosa, P.3
Perencevich, K.C.4
Taboada, A.5
Davis, M.H.6
-
28
-
-
33845283888
-
Influences of stimulating tasks on reading motivation and comprehension
-
Guthrie, J. T., Wigfield, A., Humenick, N. H., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. Journal of Educational Research, 99, 232-247.
-
(2006)
Journal of Educational Research
, vol.99
, pp. 232-247
-
-
Guthrie, J.T.1
Wigfield, A.2
Humenick, N.H.3
Perencevich, K.C.4
Taboada, A.5
Barbosa, P.6
-
29
-
-
84937185920
-
Motivational and cognitive predictors of text comprehension and reading amount
-
Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. ScientificStudies ofReading, 3, 231-257.
-
(1999)
Scientificstudies Ofreading
, vol.3
, pp. 231-257
-
-
Guthrie, J.T.1
Wigfield, A.2
Metsala, J.L.3
Cox, K.E.4
-
30
-
-
77958536761
-
-
(Eds.), Mahwah, NJ: Erlbaum
-
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Eds.). (2004a). Motivating reading comprehension: Concept-Oriented Reading Instruction. Mahwah, NJ: Erlbaum.
-
(2004)
Motivating Reading Comprehension: Concept-Oriented Reading Instruction
-
-
Guthrie, J.T.1
Wigfield, A.2
Perencevich, K.C.3
-
31
-
-
84917118047
-
Scaffolding for motivation and engagement in reading
-
J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Mahwah, NJ: Erlbaum
-
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004b). Scaffolding for motivation and engagement in reading. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept- Oriented Readinglnstruction (pp. 55-86). Mahwah, NJ: Erlbaum.
-
(2004)
Motivating Reading Comprehension: Concept- Oriented Readinglnstruction
, pp. 55-86
-
-
Guthrie, J.T.1
Wigfield, A.2
Perencevich, K.C.3
-
32
-
-
0034195035
-
Effects of integrated instruction on motivation and strategy use in reading
-
Guthrie, J. T., Wigfield, A., Von Secker, C. (2000) Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92, 331-341.
-
(2000)
Journal of Educational Psychology
, vol.92
, pp. 331-341
-
-
Guthrie, J.T.1
Wigfield, A.2
Von Secker, C.3
-
33
-
-
0000242514
-
A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components
-
Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300-312.
-
(1981)
Developmental Psychology
, vol.17
, pp. 300-312
-
-
Harter, S.1
-
34
-
-
0034196286
-
Motivating the academically unmotivated: A critical issue for the 21st century
-
Hidi, S., & Harackiewicz, J. M. (2001). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
-
(2001)
Review of Educational Research
, vol.70
, pp. 151-179
-
-
Hidi, S.1
Harackiewicz, J.M.2
-
35
-
-
0036515857
-
Ontogeny of children’s self-beliefs: Gender and domain differences across grades 1 through 12
-
Jacobs, J., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Ontogeny of children’s self-beliefs: Gender and domain differences across grades 1 through 12. ChildDevelopment, 73, 509-527.
-
(2002)
Childdevelopment
, vol.73
, pp. 509-527
-
-
Jacobs, J.1
Lanza, S.2
Osgood, D.W.3
Eccles, J.S.4
Wigfield, A.5
-
36
-
-
33749338066
-
Scaffolding for engagement in elementary school reading instruction
-
Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engagement in elementary school reading instruction. Journal ofEducational Research, 100, 3-20.
-
(2006)
Journal Ofeducational Research
, vol.100
, pp. 3-20
-
-
Lutz, S.L.1
Guthrie, J.T.2
Davis, M.H.3
-
37
-
-
0346947327
-
Predictors of math anxiety and its consequences for young adolescents’ course enrollment intentions and performances in mathematics
-
Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its consequences for young adolescents’ course enrollment intentions and performances in mathematics. Journal of Educational Psychology, 82, 60-70.
-
(1990)
Journal of Educational Psychology
, vol.82
, pp. 60-70
-
-
Meece, J.L.1
Wigfield, A.2
Eccles, J.S.3
-
38
-
-
0000931132
-
The role of goal orientation in self-regulated learning
-
M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook ofself-regulation (pp. 451-502). San Diego, CA: Academic Press.
-
(2000)
Handbook Ofself-Regulation
, pp. 451-502
-
-
Pintrich, P.R.1
-
39
-
-
0002720721
-
Motivational and self-regulated learning components of classroom academic performance
-
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
-
(1990)
Journal of Educational Psychology
, vol.82
, pp. 33-40
-
-
Pintrich, P.R.1
De Groot, E.V.2
-
40
-
-
0345525832
-
The development of academic self-regulation: The role of cognitive and motivational factors
-
A. Wig- field & J. S. Eccles (Eds.), San Diego, CA: Academic Press
-
Pintrich, P. R., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In A. Wig- field & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). San Diego, CA: Academic Press.
-
(2002)
Development of Achievement Motivation
, pp. 173-195
-
-
Pintrich, P.R.1
Zusho, A.2
-
41
-
-
4043054304
-
Student interest and achievement: Developmental issues raised by a case study
-
A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
-
Renninger, K. A., & Hidi, S. (2002). Student interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 173-195). San Diego, CA: Academic Press.
-
(2002)
Development of Achievement Motivation
, pp. 173-195
-
-
Renninger, K.A.1
Hidi, S.2
-
42
-
-
0001732948
-
Motivation and action in self-regulated learning
-
M. Boekaerts, P. R., Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Rheinberg, F., Vollmeyer, T., & Rollet, W. (2000). Motivation and action in self-regulated learning. In M. Boekaerts, P. R., Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 503-529). San Diego, CA: Academic Press.
-
(2000)
Handbook of Self-Regulation
, pp. 503-529
-
-
Rheinberg, F.1
Vollmeyer, T.2
Rollet, W.3
-
43
-
-
0043143226
-
An overview of self-determination theory: An organismic-dialectical perspective
-
E. L. Deci & R. M. Ryan (Eds.), 333). Rochester, NY: University of Rochester Press
-
Ryan, R. M., & Deci, E. L. (2002). An overview of self-determination theory: an organismic-dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination theory research (pp. 333). Rochester, NY: University of Rochester Press.
-
(2002)
Handbook of Self-Determination Theory Research
-
-
Ryan, R.M.1
Deci, E.L.2
-
44
-
-
84937177805
-
Interest and learning from text
-
Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3, 257-279.
-
(1999)
Scientific Studies of Reading
, vol.3
, pp. 257-279
-
-
Schiefele, U.1
-
45
-
-
0000842718
-
Self-regulation and academic learning: Self-efficacy enhancing interventions
-
M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and 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 Press.
-
(2000)
Handbook of Self-Regulation
, pp. 631-649
-
-
Schunk, D.H.1
Ertmer, P.A.2
-
46
-
-
1642566803
-
The development of academic self-efficacy
-
A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
-
Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. S. Eccles (Eds.), Development ofachievement motivation (pp. 15-32). San Diego, CA: Academic Press.
-
(2002)
Development Ofachievement Motivation
, pp. 15-32
-
-
Schunk, D.H.1
Pajares, F.2
-
47
-
-
85084903700
-
Motivation and instruction
-
D. Berliner & R. Cal- fee (Eds.), New York: Macmillan
-
Stipek, D. J. (1996). Motivation and instruction. In D. Berliner & R. Cal- fee (Eds.), Handbook of educational psychology (pp. 85-113). New York: Macmillan.
-
(1996)
Handbook of Educational Psychology
, pp. 85-113
-
-
Stipek, D.J.1
-
48
-
-
0038740685
-
Good instruction is motivating
-
A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
-
Stipek, D. J. (2002). Good instruction is motivating. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 309-351). San Diego, CA: Academic Press.
-
(2002)
Development of Achievement Motivation
, pp. 309-351
-
-
Stipek, D.J.1
-
50
-
-
85084896582
-
Group processes in the classroom
-
D. C. Berliner & R. C. Calfee (Eds.), New York: Macmillan
-
Webb, N. M., & Palincsar, A. S. (1996). Group processes in the classroom. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 841-873). New York: Macmillan.
-
(1996)
Handbook of Educational psychology
, pp. 841-873
-
-
Webb, N.M.1
Palincsar, A.S.2
-
51
-
-
0033084374
-
Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school
-
Wentzel, K. R. (1999). Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school. Journal ofEducational Psychology, 91, 76-97.
-
(1999)
Journal Ofeducational Psychology
, vol.91
, pp. 76-97
-
-
Wentzel, K.R.1
-
52
-
-
21344497242
-
Expectancy-value theory of achievement motivation: A developmental perspective
-
Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A developmental perspective. Educational Psychology Review, 6, 49-78.
-
(1994)
Educational Psychology Review
, vol.6
, pp. 49-78
-
-
Wigfield, A.1
-
54
-
-
0000948744
-
The development of achievement task values: A theoretical analysis
-
Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
-
(1992)
Developmental Review
, vol.12
, pp. 265-310
-
-
Wigfield, A.1
Eccles, J.2
-
56
-
-
0344232146
-
The development of competence beliefs and values from childhood through adolescence
-
A. Wigfield & J. S. Eccles (Eds.), San Diego, CA: Academic Press
-
Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs and values from childhood through adolescence. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 92-120). San Diego, CA: Academic Press.
-
(2002)
Development of Achievement Motivation
, pp. 92-120
-
-
Wigfield, A.1
Eccles, J.S.2
-
57
-
-
58149208518
-
Transitions at early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school
-
Wigfield, A., Eccles, J. S., Mac Iver, D., Reuman, D., & Midgley, C. (1991). Transitions at early adolescence: Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565.
-
(1991)
Developmental Psychology
, vol.27
, pp. 552-565
-
-
Wigfield, A.1
Eccles, J.S.2
Mac Iver, D.3
Reuman, D.4
Midgley, C.5
-
58
-
-
34347350222
-
Development of achievement motivation
-
W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), 6th ed, New York: Wiley
-
Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R., & Davis-Kean, P. (2006). Development of achievement motivation. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook ofchildpsychology (6th ed., Vol. 3, pp. 933-1002). New York: Wiley.
-
(2006)
Handbook Ofchildpsychology
, vol.3
, pp. 933-1002
-
-
Wigfield, A.1
Eccles, J.S.2
Schiefele, U.3
Roeser, R.4
Davis-Kean, P.5
-
59
-
-
0348050201
-
Changes in children’s competence beliefs and subjective task values across the elementary school years: A 3- year study
-
Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A., Freed- man-Doan, C., et al. (1997). Changes in children’s competence beliefs and subjective task values across the elementary school years: A 3- year study. Journal ofEducational Psychology, 89, 451-469.
-
(1997)
Journal Ofeducational Psychology
, vol.89
, pp. 451-469
-
-
Wigfield, A.1
Eccles, J.S.2
Yoon, K.S.3
Harold, R.D.4
Arbreton, A.5
Freed- Man-Doan, C.6
-
60
-
-
3142675178
-
Children’s motivation for reading: Domain specificity and instructional influences
-
Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children’s motivation for reading: Domain specificity and instructional influences. Journal ofEducational Research, 97, 299-309.
-
(2004)
Journal Ofeducational Research
, vol.97
, pp. 299-309
-
-
Wigfield, A.1
Guthrie, J.T.2
Tonks, S.3
Perencevich, K.C.4
-
61
-
-
38349033885
-
Expectancy-value theory in cross-cultural perspective
-
D. McInerney & S. Van Etten (Eds.), Greenwich, CT: Information Age Press
-
Wigfield, A., Tonks, S., & Eccles, J. S. (2004). Expectancy-value theory in cross-cultural perspective. In D. McInerney & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning. Vol. 4: Big theories revisited (pp. 165-198). Greenwich, CT: Information Age Press.
-
(2004)
Research on Sociocultural Influences on Motivation and Learning. Vol. 4: Big Theories Revisited
, pp. 165-198
-
-
Wigfield, A.1
Tonks, S.2
Eccles, J.S.3
-
62
-
-
0033450728
-
The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance
-
Wolters, C. A. (1999). The relation between high school students’ motivational regulation and their use of learning strategies, effort, and classroom performance. Learningand Individual Differences, 11, 281-301.
-
(1999)
Learningand Individual Differences
, vol.11
, pp. 281-301
-
-
Wolters, C.A.1
-
63
-
-
0344062650
-
Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning
-
Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189-205.
-
(2003)
Educational Psychologist
, vol.38
, pp. 189-205
-
-
Wolters, C.A.1
-
64
-
-
0032377529
-
Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms
-
Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, 26, 27-47.
-
(1998)
Instructional Science
, vol.26
, pp. 27-47
-
-
Wolters, C.A.1
Pintrich, P.R.2
-
65
-
-
0345100635
-
The relation between students’ motivational beliefs and their use of motivational regulation strategies
-
Wolters, C. A., & Rosenthal, H. (2000). The relation between students’ motivational beliefs and their use of motivational regulation strategies. International Journal ofEducational Research, 33, 801-820.
-
(2000)
International Journal Ofeducational Research
, vol.33
, pp. 801-820
-
-
Wolters, C.A.1
Rosenthal, H.2
-
66
-
-
0030529306
-
The relation between goal orientation and students’ motivational beliefs and self-regulated learning
-
Wolters, C. A., Yu, S. L., & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational beliefs and self-regulated learning. Learningand Individual Differences, 8, 211-239.
-
(1996)
Learningand Individual Differences
, vol.8
, pp. 211-239
-
-
Wolters, C.A.1
Yu, S.L.2
Pintrich, P.R.3
-
67
-
-
0002115332
-
Attaining self-regulation: A social-cognitive perspective
-
M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press
-
(2000)
Handbook of Self-Regulation
, pp. 13-39
-
-
Zimmerman, B.J.1
|