Part II commentary: Motivation and engagement: Conceptual, operational, and empirical clarity

Handbook of Research on Student Engagement

Volumn , Issue , 2012, Pages 303-311

  Martin, Andrew J ^a  

^a UNIVERSITY OF SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85037076895     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4614-2018-7_14     Document Type: Chapter

References (28)

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2. Anderman, E. M., & Patrick, H. (2012). Achievement goal theory, conceptualization of ability/intelligence, and classroom climate. In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 173-191). New York: Springer.
3. Bandura, A. (1997). Self-efficacy: The exercise ofcontrol. New York: Freeman.
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19. Martin, A. J., Anderson, J., Bobis, J., Way, J., & Vellar, R. (2011). Switching on and switching off in mathematics: An ecological study of future intent and disengagement amongst middle school students. Journal of Educational Psychology. 10. 1037/a0025988.
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27. Turner, J. E., & Waugh, R. M. (2007). A dynamical systems perspective regarding students' learning processes: Shame reactions and emergent self-organizations. In P. A. Schutz & R. Pekrun (Eds.), Emotions in education (pp. 125-145). San Diego, CA: Academic.
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