The DOI matches its Crossref record; 105 of the 105 references it cites were found in a registry or an index.
Motivation and Classroom Learning
Abstract
This chapter provides a comprehensive review of individual motivation and emotional factors related to school performance and classroom factors that are predictive of student motivation and achievement in critical academic domains. Studies are reviewed that demonstrate how expectancy components (i.e., control beliefs, self‐efficacy beliefs); value components (i.e., goal orientation, task value, and utility); and affective components (i.e., anxiety and other emotions) relate to student cognition and classroom learning. The importance of motivational components in facilitating and constraining cognition, learning, and other important schooling outcomes is presented. Future research directions proposed include analyses of the developmental progressions and linkages between motivation and cognition and investigations of how current classroom reforms may moderate relationships between motivation and cognition.
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Cites
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Self-citationFeeling and thinking: Preferences need no inferences.
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Plass, J. L., Heidig, S., Hayward, E. O., Homer, B. D., & Um, E. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2013.02.006 · Cited by 550
Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000281 · Cited by 535
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Domagk, S., Schwartz, R. N., & Plass, J. L. (2010) · Computers in Human Behavior · doi:10.1016/j.chb.2010.03.003 · Cited by 331
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Metadata
- Authors
- Pintrich, P. R.
- Venue
- Handbook of Psychology
- Publisher
- Wiley
- Published
- 2003-04-15
- Pages
- 103-122
- OpenAlex
- W1664508937
- Cited by
- 272
- References
- 105
- Type
- other
- Language
- en
- Open access
- closed
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