Academic and Social Motivational Influences on Students' Academic Performance
暂无分享,去创建一个
[1] D. Schunk,et al. Peer-Model Attributes and Children's Achievement Behaviors , 1987 .
[2] S. B. Nolen,et al. What Is Fair? Children's Critiques of Practices that Influence Motivation. , 1994 .
[3] J. T. Austin,et al. Goal constructs in psychology: Structure, process, and content. , 1996 .
[4] S. Ball. Motivation in Education , 1977 .
[5] Michael Chapman,et al. Control, means-ends, and agency beliefs : A new conceptualization and its measurement during childhood , 1988 .
[6] Kathryn R. Wentzel,et al. Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support , 1994 .
[7] J. Rotter. Generalized expectancies for internal versus external control of reinforcement. , 1966, Psychological monographs.
[8] K. Wentzel. Social goals and social relationships as motivators of school adjustment , 1996 .
[9] K. Wentzel. Relations between social competence and academic achievement in early adolescence. , 1991, Child development.
[10] B. Weiner. An attributional theory of achievement motivation and emotion. , 1985, Psychological review.
[11] J. Harackiewicz,et al. Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. , 1996 .
[12] Kathryn R. Wentzel,et al. Social Competence at School: Relation Between Social Responsibility and Academic Achievement , 1991 .
[13] Eric M. Anderman,et al. Motivation and strategy use in science: Individual differences and classroom effects , 1994 .
[14] P. Pintrich,et al. Motivation in Education: Theory, Research, and Applications , 1995 .
[15] John G. Nicholls,et al. Quality and Equality in Intellectual Development: The Role of Motivation in Education. , 1979 .
[16] J. Nicholls. Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. , 1984 .
[17] Emily Anderson,et al. Principles of Integrated Instruction for Engagement in Reading , 1998 .
[18] Kathryn R. Wentzel,et al. Adolescent classroom goals, standards for performance, and academic achievement: An interactionist perspective. , 1989 .
[19] J. Eccles,et al. In the Mind of the Actor: The Structure of Adolescents' Achievement Task Values and Expectancy-Related Beliefs , 1995 .
[20] Eric M. Anderman,et al. Motivation and Schooling in the Middle Grades , 1994 .
[21] J. Eccles. Expectancies, values and academic behaviors , 1983 .
[22] R. Ryan,et al. Autonomy in children's learning: an experimental and individual difference investigation. , 1987, Journal of personality and social psychology.
[23] Allan Wigfield,et al. Expectancy-value theory of achievement motivation: A developmental perspective , 1994 .
[24] P. Corr. Perceived control, motivation, and coping: E. A. Skinner: London: Sage Publications (1995). Paperback: £15.50. ISBN 0-8039-5561-8; hardback: £34.95, ISBN 0-8039-5560-X, 214 pp , 1996 .
[25] Alan L. Ginsburg,et al. Gaining Ground: Values and High School Success , 1988 .
[26] E. Skinner,et al. Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. , 1993 .
[27] Susan Harter,et al. Social motivation: Teacher and classmate influences on scholastic motivation, self-esteem, and level of voice in adolescents , 1996 .
[28] D. Schunk,et al. Risk Taking: Theoretical, Empirical, and Educational Considerations , 1991 .
[29] H. J. Mclaughlin,et al. Gaining and Losing Voice: A Longitudinal Study of Students' Continuing Impulse to Learn Across Elementary and Middle Level Contexts , 1993 .
[30] J. Juvonen. Social motivation: Self-presentation tactics promoting teacher and peer approval: The function of excuses and other clever explanations , 1996 .
[31] C. Midgley,et al. Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school. , 1989, Child development.
[32] C. Midgley,et al. Student, Teacher, and Observer Perceptions of the Classroom Environment Before and after the Transition to Junior High School , 1988 .
[33] A. Bandura. Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .
[34] Harris Cooper,et al. Locus of control and academic achievement: A literature review. , 1983 .
[35] John R. Weisz,et al. Perceived Personal Control and Academic Achievement , 1981 .
[36] John G. Nicholls,et al. Individual differences in academic motivation: Perceived ability, goals, beliefs, and values , 1989 .
[37] J. Eccles,et al. The development of achievement task values: A theoretical analysis , 1992 .
[38] P. Blumenfeld. Classroom Learning and Motivation: Clarifying and Expanding Goal Theory , 1992 .
[39] J. Eccles,et al. School and family effects on the ontogeny of children's interests, self-perceptions, and activity choices. , 1992, Nebraska Symposium on Motivation. Nebraska Symposium on Motivation.
[40] M. Ford. Motivating Humans: Goals, Emotions, and Personal Agency Beliefs , 1992 .
[41] James D. Allen. Classroom Management: Students’ Perspectives, Goals, and Strategies , 1986 .
[42] A. Bandura. Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.
[43] Carole A. Ames,et al. Achievement attributions and self-instructions under competitive and individualistic goal structures. , 1984 .
[44] M. Ford,et al. A further search for social intelligence. , 1983 .
[45] Kathryn R. Wentzel,et al. Motivation and Achievement in Early Adolescence , 1993 .
[46] M. Ford. Social cognition and social competence in adolescence. , 1982 .
[47] J. Connell,et al. Competence, autonomy, and relatedness: A motivational analysis of self-system processes. , 1991 .
[48] John T. Guthrie,et al. Designing contexts to increase motivations for reading , 1997 .
[49] Herbert A. Marlowe,et al. Social intelligence: Evidence for multidimensionality and construct independence. , 1986 .
[50] Carol Midgley,et al. Transforming school cultures , 1996 .
[51] K. Wentzel. Social and Academic Motivation in Middle School , 1996 .
[52] Carole A. Ames. Classrooms: Goals, structures, and student motivation. , 1992 .
[53] M. Covington. Making the Grade: A Self-Worth Perspective on Motivation and School Reform , 1992 .
[54] Ruth Butler,et al. Effects of task- and ego-achievement goals on information seeking during task engagement , 1993 .
[55] J. Nicholls,et al. The development of achievement motivation , 1984 .
[56] P. Pintrich,et al. Motivational and self-regulated learning components of classroom academic performance. , 1990 .
[57] K. Marjoribanks. Ecological correlates of adolescents' aspirations: Gender-related differences , 1985 .
[58] R. Felner,et al. Adaptation and vulnerability in high-risk adolescents: An examination of environmental mediators , 1985, American journal of community psychology.
[59] Pervin La. The stasis and flow of behavior: toward a theory of goals. , 1983 .
[60] Edward L. Deci,et al. Intrinsic Motivation and Self-Determination in Human Behavior , 1975, Perspectives in Social Psychology.
[61] John G. Nicholls,et al. Dimensions of achievement motivation in schoolwork and sport. , 1992 .
[62] Martin E. Ford. Social motivation: Motivational opportunities and obstacles associated with social responsibility and caring behavior in school contexts , 1996 .
[63] S. J. Rosenholtz,et al. The Formation of Ability Conceptions: Developmental Trend or Social Construction? , 1984 .
[64] C. Dweck,et al. A social-cognitive approach to motivation and personality , 1988 .
[65] C. Goodenow. Classroom Belonging among Early Adolescent Students , 1993 .
[66] D. Stipek. Motivation and instruction. , 1996 .
[67] S. J. Rosenholtz,et al. Classroom Organization and the Perception of Ability , 1981 .
[68] Anthony S. Bryk,et al. Hierarchical Linear Models: Applications and Data Analysis Methods , 1992 .
[69] Kathryn R. Wentzel,et al. Social motivation: Frontmatter , 1996 .
[70] A. K. Boggiano,et al. Maladaptive Achievement Patterns in Students: The Role of Teachers' Controlling Strategies , 1991 .
[71] Elementary school pupils' beliefs about practices for motivating pupils in mathematics , 1993 .
[72] Deborah J. Stipek,et al. Developmental change in children's assessment of intellectual competence , 1989 .
[73] Ann Locke Davidson,et al. Students' Multiple Worlds: Negotiating the Boundaries of Family, Peer, and School Cultures. , 1991 .
[74] Peggy Noel Van Meter,et al. Growth of Literacy Engagement: Changes in Motivations and Strategies During Concept‐Oriented Reading Instruction , 1996 .
[75] K. Wentzel. Student motivation in middle school: The role of perceived pedagogical caring. , 1997 .
[76] Frank M. Pajares,et al. Self-Efficacy Beliefs in Academic Settings , 1996 .
[77] Allan Wigfield,et al. Reading motivation: A domain-specific approach to motivation , 1997 .
[78] Carole A. Ames,et al. Systems of student and teacher motivation: Toward a qualitative definition. , 1984 .
[79] Jacquelynne S. Eccles,et al. Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics , 1990 .