Motivation research in writing: Theoretical and empirical considerations

Reading and Writing Quarterly

Volumn 28, Issue 1, 2012, Pages 5-28

  Troia, Gary A ^a   Shankland, Rebecca K ^a   Wolbers, Kimberly A ^b  

^a MICHIGAN STATE UNIVERSITY   (United States)

^b UNIVERSITY OF TENNESSEE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84861168063     PISSN: 10573569     EISSN: 15210693     Source Type: Journal    
DOI: 10.1080/10573569.2012.632729     Document Type: Article

References (164)

1. Abbott, J. A. (2000). "Blinking out" and "having the touch": Two fifth-grade boys talk about flow experiences in writing. Written Communication, 17, 53-92.
2. Albin, M. L., Benton, S. L., & Khramtsova, I. (1996). Individual differences in interest and narrative writing. Contemporary Educational Psychology, 21, 305-324.
3. Alvermann, D. E., & Moore, D. W. (1991). Secondary school reading. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 951-983). New York, NY: Longman.
4. Ames, C. (1984). Achievement attributions and self-instructions under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478-487.
5. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.
6. Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 24 (1), 21-37.
7. Applebee, A., & Langer, J. (2006). The state of writing instruction: What existing data tell us. Albany, NY: Center on English Learning and Achievement.
8. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
9. Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25 (5), 29-35.
10. Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Holt.
11. Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598.
12. Benton, S. L., Corkill, A. J., Sharp, J., Downey, R., & Khramtsova, I. (1995). Knowledge, interest, and narrative writing. Journal of Educational Psychology, 87, 66-79.
13. Berninger, V. W. (1999). Coordinating transcription and text generation in working memory during composing: Automatic and constructive processes. Learning Disability Quarterly, 22, 99-112.
14. Bong, M. (2001). Between- and within-domain relations of academic motivation among middle and high school students: Self-efficacy, task value, and achievement goals. Journal of Educational Psychology, 93, 23-34.
15. Borkowski, J. G., Estrada, M. T., Milstead, M., & Hale, C. A. (1989). General problem-solving skills: Relations between metacognition and strategic processing. Learning Disability Quarterly, 12 (1), 57-70.
16. Borkowski, J. G., Weyhing, R. S., & Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning disabled students. Journal of Educational Psychology, 80, 46-53.
17. Brownell Orwell, S., & Angus, I. (Eds.). (1968). The collected essays, journalism and letters of George Orwell: Vol. 1. An age like this 1920-1940. New York, NY: Harcourt Brace Jovanovich.
18. Butler, R. (1999). Information seeking and achievement motivation in middle childhood and adolescence: The role of conceptions of ability. Developmental Psychology, 35, 146-163.
19. Carr, M., Borkowski, J. G., & Maxwell, S. E. (1991). Motivational components of underachievement. Developmental Psychology, 27, 108-118.
20. Cleary, L. M. (1990). The fragile inclination to write: Praise and criticism in the classroom. English Journal, 79, 22-28.
21. Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York, NY: Cambridge University Press.
22. Daly, J. A. (1978). Writing apprehension and writing competency. Journal of Educational Research, 72 (1), 10-14.
23. Daly, J. A., & Miller, M. D. (1975). The empirical development of an instrument to measure writing apprehension. Research in the Teaching of English, 9, 242-249.
24. Daly, J. A., & Wilson, D. A. (1983). Writing apprehension, self-esteem, and personality. Research in the Teaching of English, 17, 327-341.
25. Deci, E., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19, 109-134.
26. Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
27. Dyson, A. H. (1993). Social worlds of children learning to write in an urban primary school. New York, NY: Teachers College Press.
28. Eccles, J. S. (1987). Gender roles and women's achievement-related decisions. Psychology of Women Quarterly, 11, 135-172.
29. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
30. Eccles, J. S., Wigfield, A., Flanagan, C., Miller, C., Reuman, D., & Yee, D. (1989). Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence. Journal of Personality, 57, 283-310.
31. Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., MacIver, D., Feldlaufer, H. (1993). Negative effects of traditional middle schools on students' motivation. The Elementary School Journal, 93, 553-574.
32. Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (Eds.), Handbook of child psychology (Vol. 3, 5th ed., pp. 1017-1096). Hoboken, NJ: Wiley.
33. Elliott, E. S., & Church, M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personal and Social Psychology, 72, 218-232.
34. Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54 (1), 5-12.
35. Ellis, E. S. (1986). The role of motivation and pedagogy on the generalization of cognitive strategy training. Journal of Learning Disabilities, 19 (2), 6-20.
36. Ellis, E. S., Lenz, B. K., & Sabornie, E. J. (1987). Generalization and adaptation of learning strategies to natural environments: I. Critical agents. Remedial & Special Education, 8 (1), 6-20.
37. Faigley, L., Daly, J. A., & Witte, S. (1981). The role of writing apprehension in writing performance and competence. Journal of Educational Research, 75 (1), 16-21.
38. García, J.-N., & de Caso, A. M. (2004). Effects of a motivational intervention for improving the writing of children with learning disabilities. Learning Disability Quarterly, 27, 141-159.
39. García-Sanchez, J.-N., & Fidalgo-Redondo, R. (2006). Effects of two types of self-regulatory instruction programs on students with learning disabilities in writing products, processes, and self-efficacy. Learning Disability Quarterly, 29, 181-211.
40. Garner, R. (1990). When children and adults do not use learning strategies: Toward a theory of settings. Review of Educational Research, 60, 517-529.
41. Gersten, R., & Baker, S. (2001). Teaching expressive writing to students with learning disabilities: A meta-analysis. The Elementary School Journal, 101, 251-272.
42. Graham, S., Berninger, V. W., & Fan, W. (2007). The structural relationship between writing attitude and writing achievement in first and third grade students. Contemporary Educational Psychology, 32, 516-536.
43. Graham, S., & Harris, K. R. (1989a). Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81, 353-361.
44. Graham, S., & Harris, K. R. (1989b). Improving learning disabled students' skills at composing essays: Self-instructional strategy training. Exceptional Children, 56, 201-214.
45. Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35, 3-12.
46. Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of self-regulated strategy development. Contemporary Educational Psychology, 30, 207-241.
47. Graham, S., & MacArthur, C. A. (1988). Improving learning disabled students' skills at revising essays produced on a word processor: Self-instructional strategy training. Journal of Special Education, 22, 133-152.
48. Graham, S., MacArthur, C. A., & Schwartz, S. S. (1995). Effects of goal setting and procedural facilitation on the revising behavior and writing performance of students with writing and learning problems. Journal of Educational Psychology, 87, 230-240.
49. Graham, S., MacArthur, C. A., Schwartz, S. S., & Page-Voth, V. (1992). Improving the compositions of students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58, 322-334.
50. Graham, S., Schwartz, S. S., & MacArthur, C. A. (1993). Knowledge of writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26, 237-249.
51. Harris, K. R., & Graham, S. (1992). Self-regulated strategy development: A part of the writing process. In M. Pressley, K. R. Harris, & J. T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 277-309). San Diego, CA: Academic Press.
52. Harter, S. (1992). The relationship between perceived competence, affect, and motivational orientation within the classroom: Processes and patterns of change. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social-developmental perspective (pp. 77-114). New York, NY: Cambridge University Press.
53. Harter, S. (1996). Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents. In J. Juvonen & K. Wentzel (Eds.), Social motivation: Understanding children's school adjustment (pp. 11-42). New York, NY: Cambridge University Press.
54. Harter, S., Whitesell, N. R., & Junkin, L. J. (1998). Similarities and differences in domain-specific and global self-evaluations of learning-disabled, behaviorally disordered, and normally achieving adolescents. American Educational Research Journal, 35, 653-680.
55. Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60, 549-571.
56. Hidi, S., & Anderson, V. (1992). Situational interest and its impact on reading and expository writing. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 215-238). Hillsdale, NJ: Erlbaum.
57. Hidi, S., & Baird, W. (1986). Interestingness-A neglected variable in discourse processing. Cognitive Science, 10, 179-194.
58. Hidi, S., Berndorff, D., & Ainley, M. (2002). Children's argument writing, interest, and self-efficacy: An intervention study. Learning and Instruction, 12, 429-446.
59. Hidi, S., & Boscolo, P. (2006). Motivation and writing. In C. A. MacArthur, S. Graham & J. Fitzgerald (Eds.), Handbook of writing research (pp. 144-157). New York, NY: Guilford.
60. Hidi, S., & Harackiewitcz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70, 151-179.
61. Hidi, S., & McLaren, J. A. (1991). Motivational factors and writing: The role of topic interestingness. European Journal of Psychology of Education, 6, 187-197.
62. Kalechstein, A. D., & Nowicki, S. (1997). A meta-analytic examination of the relationship between control expectancies and academic achievement: An 11-year follow-up to Findley and Cooper. Genetic, Social, and General Psychology Monographs, 123, 27-56.
63. Karaglani, A. H. (2003). Examining the relationship between writing self-efficacy, writing performance and general achievement for third graders. Dissertation Abstracts International: Section A. The Humanities and Social Sciences, 63, 3107.
64. Kim, J., & Lorsbach, A. W. (2005). Writing self-efficacy in young children: Issues for the early grades environment. Learning Environments Research, 8, 157-175.
65. Klassen, R. (2002a). A question of calibration: A review of the self-efficacy beliefs of students with learning disabilities. Learning Disability Quarterly, 25, 88-102.
66. Klassen, R. (2002b). Writing in early adolescence: A review of the role of self-efficacy beliefs. Educational Psychology Review, 14, 173-203.
67. Knudson, R. E. (1991). Development and use of a writing attitude survey in grades 4 to 8. Psychological Reports, 68, 807-816.
68. Knudson, R. E. (1992). Development and application of a writing attitude survey for grades 1 to 3. Psychological Reports, 70, 711-720.
69. Knudson, R. E. (1993). Development of a writing attitude survey for grades 9 to 12: Effects of gender, grade, and ethnicity. Psychological Reports, 73, 587-594.
70. Knudson, R. E. (1995). Writing experiences, attitudes, and achievement of first to sixth graders. Journal of Educational Research, 89, 90-97.
71. Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl & J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 101-128). New York, NY: Springer-Verlag.
72. Kuhl, J. (1987). Feeling versus being helpless: Metacognitive mediation of failure-induced performance deficits. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 217-235). Hillsdale, NJ: Erlbaum.
73. Kurtz, B. E., & Borkowski, R. G. (1984). Children's metacognition: Exploring relations among knowledge, process, and motivational variables. Journal of Experimental Child Psychology, 37, 335-354.
74. Leggett, E. L., & Dweck, C. S. (1987, April). Children's effort/ability reasoning: Individual differences and motivational consequences. Paper presented at the biennial meeting of the Society for Research in Child Development, Baltimore, MD.
75. Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. Ames (Eds.), Research on motivation in education: Goals and cognitions (Vol. 3, pp. 73-107). New York, NY: Academic.
76. Licht, B. G. (1983). Cognitive-motivational factors that contribute to the achievement of learning disabled children. Journal of Learning Disabilities, 16, 483-490.
77. Lin, S. C., Monroe, B. W., & Troia, G. A. (2007). Development of writing knowledge in grades 2-8: A comparison of typically developing writers and their struggling peers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 23, 207-230.
78. Linnenbrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19, 119-137.
79. Malone, T. W. (1980). What makes things fun to learn? A study of intrinsically motivating computer games. Dissertation Abstracts International: Section B. Sciences and Engineering, 41 (5), 1955.
80. McCarthy, P., Meier, S., & Rinderer, R. (1985). Self-efficacy and writing: A different view of self-evaluation. College Composition and Communication, 36, 465-471.
81. McLeod, S. H. (1987). Some thoughts about feelings: The affective domain and the writing process. College Composition and Communication, 38, 426-435.
82. Meece, J. (1991). The classroom context and students' motivational goals. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 261-285). Greenwich, CT: JAI.
83. Meece, J. L., Wigfield, A., & Eccles, J. S. (1990). Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82, 60-70.
84. Meier, S. T., McCarthy, P. R., & Schmeck, R. R. (1984). Validity of self-efficacy as a predictor of writing performance. Cognitive Therapy and Research, 8, 107-120.
85. Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. Journal of Educational Psychology, 89, 710-718.
86. 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.
87. Midgley, C., & Urdan, T. (1995). Predictors of middle school students' use of self-handicapping strategies. Journal of Early Adolescence, 15, 389-411.
88. Miller, S. D., & Meece, J. L. (1997). Enhancing elementary students' motivation to read and write: A classroom intervention study. Journal of Educational Research, 90, 286-299.
89. Miller, S. D., & Meece, J. L. (1999a). Changes in elementary school children's achievement goals for reading and writing: Results of a longitudinal and an intervention study. Scientific Studies of Reading, 3, 207-229.
90. Miller, S. D., & Meece, J. L. (1999b). Third graders' motivational preferences for reading and writing tasks. Elementary School Journal, 100, 19-35.
91. Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
92. Nicholls, J. G. (1979). Development of perception of own attainment and causal attributions for success and failure in reading. Journal of Educational Psychology, 71, 94-99.
93. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91, 328-346.
94. Nicholls, J. G., & Miller, A. T. (1984). Reasoning about the ability of self and others: A developmental study. Child Development, 55, 1990-1999.
95. Noddings, N. (1996, April). Current directions in self-research: Self-concept, self-efficacy, and possible selves. Symposium presented at the annual meeting of the American Educational Research Association, New York, NY.
96. O'Brien, D., Beach, R., & Scharber, C. (2007). "Struggling" middle schoolers: Engagement and literate competence in a reading writing intervention class. Reading Psychology, 28, 51-73.
97. Orwell, G. (1945). Animal farm. London, England: Secker & Warburg.
98. Orwell, G. (1949). Nineteen eighty-four. London, England: Secker & Warburg.
99. Page-Voth, V., & Graham, S. (1999). Effects of goal setting and strategy use on the writing performance and self-efficacy of students with writing and learning problems. Journal of Educational Psychology, 91, 230-240.
100. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
101. Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1-49). Greenwich, CT: JAI.
102. Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly: Overcoming Learning Difficulties, 19, 139-158.
103. Pajares, F., Britner, S. L., & Valiante, G. (2000). Relation between achievement goals and self-beliefs of middle school students in writing and science. Contemporary Educational Psychology, 25, 406-422.
104. Pajares, F., & Johnson, M. J. (1994). Confidence and competence in writing: The role of self-efficacy, outcome expectancy, and apprehension. Research in the Teaching of English, 28, 313-329.
105. Pajares, F., & Johnson, M. J. (1996). Self-efficacy beliefs and the writing performance of entering high school students. Psychology in the Schools, 33, 163-175.
106. Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematics problem-solving: A path analysis. Journal of Educational Psychology, 86, 193-203.
107. Pajares, F., Miller, M. D., & Johnson, M. J. (1999). Gender differences in writing self-beliefs of elementary school students. Journal of Educational Psychology, 91, 50-61.
108. Pajares, F., & Valiante, G. (1997). Influence of self-efficacy on elementary students' writing. Journal of Educational Research, 90, 353-360.
109. Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing self-beliefs of middle school students. Contemporary Educational Psychology, 24, 390-405.
110. Pajares, F., & Valiante, G. (2001). Gender differences in writing motivation and achievement of middle school students: A function of gender orientation? Contemporary Educational Psychology, 26, 366-381.
111. Pajares, F., & Valiante, G. (2006). Self-efficacy beliefs and motivation in writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 158-170). New York, NY: Guilford.
112. Paris, S. G., & Oka, E. R. (1986). Children's reading strategies, metacognition and motivation. Developmental Review, 6, 25-26.
113. Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Hillsdale, NJ: Erlbaum.
114. Pearl, R. (1982). LD children's attributions for success and failure: A replication with a labeled LD sample. Learning Disability Quarterly, 5, 173-176.
115. Pervin, L. A. (1983). The stasis and flow of behavior: Toward a theory of goals. In M. M. Page (Ed.), Personality: Current theory and research (pp. 1-53). Lincoln: University of Nebraska Press.
116. Pintrich, P. R. (1999). Taking control of research on volitional control: Challenges for future theory and research. Learning and Individual Differences, 11, 335-354.
117. Pintrich, P. R. (2000a). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
118. Pintrich, P. R. (2000b). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.). Handbook of self-regulation (pp. 451-502). San Diego, CA: Academic.
119. Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
120. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications, 2nd ed. Englewood Cliffs, NJ: Prentice Hall.
121. Pitcher, S. M., Albright, L. K., DeLaney, C. J., Walker, N. T., Seunarinesingh, K., Mogge, S.,... Dunston, P. J. (2007). Assessing adolescents' motivation to read. Journal of Adolescent and Adult Literacy, 50, 378-396.
122. Pritchard, R. J., & Honneycutt, J. (2006). Process writing. In C. MacArthur, S. Graham & J. Fitzgerald (Eds.), Handbook of writing research (pp. 275-290). New York, NY: Guilford.
123. Ryan, A. M., & Pintrich, P. R. (1997). "Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class. Journal of Educational Psychology, 89, 329-341.
124. Ryan, A. M., & Pintrich, P. R. (1998). Achievement and social motivational influences on help seeking in the classroom. In S. A. Karabenick (Ed.), Strategic help seeking: Implications for learning and teaching (pp. 117-139). Mahwah, NJ: Erlbaum.
125. Saddler, B., & Graham, S. (2007). The relationship between writing knowledge and writing performance among more and less skilled writers. Reading & Writing Quarterly: Overcoming Learning Difficulties, 23, 231-247.
126. Salomon, G. (1984). Television is "easy" and print is "tough": The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76, 647-658.
127. Sawyer, R. J., Graham, S., & Harris, K. R. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities. Journal of Educational Psychology, 84, 340-352.
128. Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3, 257-279.
129. Schunk, D. H. (1984). Self-efficacy perspective on achievement behavior. Educational Psychologist, 19, 48-58.
130. Schunk, D. H. (1989a). Self-efficacy and cognitive achievement: Implications for students with learning problems. Journal of Learning Disabilities, 22 (1), 14-22.
131. Schunk, D. H. (1989b). Self-efficacy and cognitive skill learning. In C. Ames & R. Ames (Eds.), Research on motivation in education: Goals and cognitions (Vol. 3, pp. 13-44). New York, NY: Academic.
132. Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.
133. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207-231.
134. Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 75-99). Hillsdale, NJ: Erlbaum.
135. Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (, 2nd ed., pp. 121-151). Mahwah, NJ: Erlbaum.
136. Schunk, D. H., & Cox, P. D. (1986). Strategy training and attributional feedback with learning disabled students. Journal of Educational Psychology, 78, 201-209.
137. Schunk, D. H., & Gunn, T. P. (1986). Self-efficacy and skill development: Influence of task strategies and attributions. Journal of Educational Research, 79, 238-244.
138. Schunk, D. H., & Swartz, C. W. (1993a). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354.
139. Schunk, D. H., & Swartz, C. W. (1993b). Writing strategy instruction with gifted students: Effects of goals and feedback on self-efficacy and skills. Roeper Review, 15, 225-230.
140. Schunk, D. H., & Zimmerman, B. J. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Erlbaum.
141. Shell, D. F., Colvin, C., & Bruning, R. H. (1995). Self-efficacy, attribution, and outcome expectancy mechanisms in reading and writing achievement: Grade-level and achievement-level differences. Journal of Educational Psychology, 87, 386-398.
142. Shell, D. F., Murphy, C. C., & Bruning, R. H. (1989). Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology, 81, 91-100.
143. Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
144. Stipek, D. J. (1993). Motivation to learn: From theory to practice, 2nd ed. Needham Heights, MA: Allyn & Bacon.
145. Troia, G. A., & Maddox, M. E. (2004). Writing instruction in middle schools: Special and general education teachers share their views and voice their concerns. Exceptionality, 12, 19-37.
146. Valiante, G. E. (2001). Writing self-efficacy and gender orientation: A developmental perspective. Dissertation Abstracts International: Section A. Humanities and Social Sciences, 62 (3), 915.
147. Weiner, B. (1979). A theory of motivation for some classroom experiences. Journal of Educational Psychology, 71, 3-25.
148. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
149. Weiner, B. (1986). Attribution, emotion, and action. In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of motivation and cognition: Foundations of social behavior (pp. 281-312). New York, NY: Guilford.
150. Wentzel, K. R., & Wigfield, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychology Review, 10, 155-175.
151. Wigfield, A. (1994). The role of children's achievement values in the self-regulation of their learning outcomes. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 101-134). Hillsdale, NJ: Erlbaum.
152. Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265-310.
153. Wigfield, A., & Eccles, J. S. (Eds.). (2001). Development of achievement motivation. San Diego, CA: Academic.
154. Wigfield, A., Eccles, J., MacIver, 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.
155. Wigfield, A., Eccles, J., & Pintrich, P. R. (1996). Development between the ages of 11 and 25. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 148-185). New York, NY: Simon & Schuster Macmillan.
156. Wigfield, A., Eccles, J. S., Yoon, K. S., Harold, R. D., Arbreton, A. J. A., Freedman-Doan, C., & Blumenfeld, P. C. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469.
157. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.
158. Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on writing course attainment. American Educational Research Journal, 31, 845-862.
159. Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94, 660-668.
160. Zimmerman, B. J., & Ringle, J. (1981). Effects of model persistence and statements of confidence on children's self-efficacy and problem solving. Journal of Educational Psychology, 73, 485-493.
161. Zimmerman, B. J., & Risemberg, R. (1997). Caveats and recommendations about self-regulation of writing: A social cognitive rejoinder. Contemporary Educational Psychology, 22, 115-122.
162. Zimmerman, B. J., & Rocha, J. (1984). Influence of a model's verbal descriptions of toy interactions on kindergarten children's associative learning. Journal of Applied Developmental Psychology, 5, 281-291.
163. Zimmerman, B. J., & Rocha, J. (1987). Mode and type of toy elaboration training on kindergartners' retention and transfer learning. Journal of Applied Developmental Psychology, 8 (1), 67-78.
164. Zimmerman, B. J., & Schunk, D. H. (Eds.). (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York, NY: Springer-Verlag.