Students' school performance, task-focus, and situation-specific motivation

[1]  L. Malmberg,et al.  Teachers' situation-specific mastery experiences: teacher, student group and lesson effects , 2014 .

[2]  E. Kikas,et al.  Collective student characteristics alter the effects of teaching practices on academic outcomes , 2014 .

[3]  Woogul Lee,et al.  Students' Classroom Engagement Produces Longitudinal Changes in Classroom Motivation. , 2014 .

[4]  Y. Stephan,et al.  Motivational profiles and achievement: A prospective study testing potential mediators , 2014 .

[5]  Theodore A. Walls,et al.  Primary school students' learning experiences of, and self-beliefs about competence, effort, and difficulty: Random effects models , 2013 .

[6]  L. Malmberg,et al.  Quality of measurement of the learning experience questionnaire for personal digital assistants , 2013 .

[7]  R. Remedios,et al.  How should researchers in Education operationalise on-task behaviours? , 2013 .

[8]  A. Tolvanen,et al.  The Developmental Dynamics of Task-Avoidant Behavior and Math Performance in Kindergarten and Elementary School. , 2012 .

[9]  Peter Blatchford,et al.  Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools , 2011 .

[10]  K. Aunola,et al.  A teacher-report measure of children's task-avoidant behavior: A validation study of the Behavioral Strategy Rating Scale☆ , 2011 .

[11]  L. Dearden,et al.  Does when you are born matter? The impact of month of birth on children's cognitive and non-cognitive skills in England , 2011 .

[12]  E. Deci,et al.  Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. , 2010 .

[13]  H. Weiss,et al.  Ecological momentary assessment: a research method for studying the daily lives of teachers , 2010 .

[14]  Chris S. Hulleman,et al.  A meta-analytic review of achievement goal measures: different labels for the same constructs or different constructs with similar labels? , 2010, Psychological bulletin.

[15]  B. Muthén,et al.  Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error , 2009, Multivariate behavioral research.

[16]  Willy Lens,et al.  Motivational Profiles from a Self-Determination Perspective: The Quality of Motivation Matters. , 2009 .

[17]  T. Kindermann,et al.  A Motivational Perspective on Engagement and Disaffection , 2009 .

[18]  Dianne Jamieson-Noel,et al.  Implications of task structure on self‐regulated learning and achievement , 2009 .

[19]  F. Guay,et al.  Optimal learning in optimal contexts: The role of self-determination in education , 2008 .

[20]  Robert C. Pianta,et al.  Classroom Effects on Children’s Achievement Trajectories in Elementary School , 2008 .

[21]  Ulrich Trautwein,et al.  What makes lessons interesting?: The role of situational and individual factors in three school subjects , 2008 .

[22]  T. Little,et al.  Profiles of ability, effort, and difficulty: Relationships with worldviews, motivation and adjustment , 2007 .

[23]  R. Vallerand,et al.  Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis , 2007 .

[24]  Jeffrey H. D. Cornelius-White Learner-Centered Teacher-Student Relationships Are Effective: A Meta-Analysis , 2007 .

[25]  Bernhard Schmitz,et al.  Advantages of studying processes in educational research , 2006 .

[26]  E. Stern,et al.  Effects of instructional support within constructivist learning environments for elementary school students' understanding of "floating and sinking." , 2006 .

[27]  M. Lepper,et al.  Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates , 2005 .

[28]  M. Boekaerts,et al.  Self-Regulation in the Classroom: A Perspective on Assessment and Intervention , 2005 .

[29]  Frederick J. Morrison,et al.  EFFECTIVE READING COMPREHENSION INSTRUCTION: EXAMINING CHILD X INSTRUCTION INTERACTIONS , 2004 .

[30]  Peter Blatchford,et al.  Class size, pupil attentiveness and peer relations. , 2003, The British journal of educational psychology.

[31]  Kaisa Aunola,et al.  The development of achievement strategies and academic skills during the first year of primary school , 2002 .

[32]  Nancy E. Perry,et al.  Investigating Teacher-Student Interactions That Foster Self-Regulated Learning , 2002 .

[33]  Jari-Erik Nurmi,et al.  The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study. , 2000 .

[34]  Kennon M. Sheldon,et al.  Avoidance personal goals and the personality-illness relationship. , 1998, Journal of personality and social psychology.

[35]  Kennon M. Sheldon,et al.  Not all Personal Goals are Personal: Comparing Autonomous and Controlled Reasons for Goals as Predictors of Effort and Attainment , 1998 .

[36]  R. Ryan,et al.  Initial motivations for alcohol treatment: relations with patient characteristics, treatment involvement, and dropout. , 1995, Addictive behaviors.

[37]  E. Skinner,et al.  Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. , 1993 .

[38]  Ellen A. Skinner,et al.  Perceived control, effort, and academic performance: Interindividual, intraindividual, and multivariate time-series analyses. , 1993 .

[39]  C. Midgley,et al.  Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. , 1993 .

[40]  M. Browne,et al.  Alternative Ways of Assessing Model Fit , 1992 .

[41]  R. Ryan,et al.  Perceived locus of causality and internalization: examining reasons for acting in two domains. , 1989, Journal of personality and social psychology.

[42]  Edward L. Deci,et al.  An Instrument to Assess Adults' Orientations toward Control versus Autonomy with Children: Reflections on Intrinsic Motivation and Perceived Competence. , 1981 .

[43]  Edward L. Deci,et al.  Intrinsic Motivation and Self-Determination in Human Behavior , 1975, Perspectives in Social Psychology.

[44]  E. Skinner,et al.  Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience , 2012 .

[45]  Ming-Te Wang,et al.  Part I Commentary: So What Is Student Engagement Anyway? , 2012 .

[46]  J. Nurmi,et al.  Motivation and Achievement Beliefs in Elementary School: A Holistic Approach Using Longitudinal Data , 2008 .

[47]  E. Deci,et al.  Self-determination theory: A macrotheory of human motivation, development, and health. , 2008 .

[48]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[49]  E. Deci,et al.  Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. , 2000, Contemporary educational psychology.

[50]  E. Deci,et al.  A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. , 1999, Psychological bulletin.

[51]  P. Gollwitzer The Volitional Benefits of Planning , 1996 .

[52]  A Webster,et al.  Special educational needs code of practice , 1994 .

[53]  Nick Folkard,et al.  Floating and sinking , 1993 .