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Cited by 2,416Education, Achievement, and GiftednessMotivation and Self-Concept in SportsBehavioral Health and Interventions

Motivation and social cognitive theory

Schunk, Dale H., DiBenedetto, Maria K.·2020·Contemporary Educational Psychology
DOI 10.1016/j.cedpsych.2019.101832
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Crossref · 10.1016/j.cedpsych.2019.101832

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95 of 95 references verified0 citation errors · 0 not checkable

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  • The resultant vicious cycle triggers chronic cognitive overload and gradually erodes the instructional benefits of project-based learning.

    “The resultant vicious cycle triggers chronic cognitive overload and gradually erodes the instructional benefits of project-based learning (Schunk and DiBenedetto, 2020).”

    From Can project-based learning improve students’ mathematics learning outcomes: a three-level meta-analysis (2026) · cites this paper as Schunk and DiBenedetto, 2020

  • Within a condensed timeline, students gain periodic mastery experiences and sustain active inquiry through self-regulation; proactive behaviors improve environmental conditions, which further reinforce learning engagement and produce robust learning outcomes.

    “Within a condensed timeline, students gain periodic mastery experiences and sustain active inquiry through self-regulation; proactive behaviors improve environmental conditions, which further reinforce learning engagement and produce robust learning outcomes (Schunk, 2012; Schunk and DiBenedetto, 2020).”

    From Can project-based learning improve students’ mathematics learning outcomes: a three-level meta-analysis (2026) · cites this paper as Schunk and DiBenedetto, 2020

  • An appraisal of values and expectancies leads to the decision to engage.

    “An appraisal of values and expectancies leads to the decision to engage (Cleary & Zimmerman, 2012;Kuhl, 1984;Schunk & DiBenedetto, 2020).”

    From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Schunk & DiBenedetto, 2020

  • Recent accounts of motivation are situated ones, which call attention to fine-grained, moment-to-moment fluctuations during learning engagement.

    “Recent accounts of motivation are situated ones, which also call attention to finegrained, moment-to-moment fluctuations that occur during learning engagement (Schunk & DiBenedetto, 2020).”

    From Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda (2022) · cites this paper as Schunk & DiBenedetto, 2020

Cites

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7 of the 102 references couldn’t be matched to a known paper.

Research works printed but not linked: 2

  1. DiBenedetto, 2010, Differences in self-regulatory processes among students studying science: A microanalytic investigation, The International Journal of Educational and Psychological Assessment, 5, 2
  2. Pape, S. J., Bell, V. Cl, & Yetkin-Ozdemir, I. (2013). Sequencing components of mathematics lessons to maximize development of self-regulation: Theory, practice, and intervention. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated leaning across diverse disciplines: A tribute to Barry J. Zimmerman (pp. 29–58). Charlotte, NC: Information Age Publishing.

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Authors
Schunk, D. H., & DiBenedetto, M. K.
Affiliations
University of North Carolina at Greensboro (US)
Corresponding author
Schunk, Dale H.
ORCID
Venue
Contemporary Educational Psychology
Publisher
Elsevier BV
Published
2020-01
Volume
60
Pages
101832
ISSN
0361-476X (ISSN-L)
DOI
10.1016/j.cedpsych.2019.101832
OpenAlex
W2995918197
Cited by
2,416
References
102
Citations by year
2026: 875 · 2025: 568 · 2024: 330 · 2023: 331 · 2022: 181 · 2021: 91 · 2020: 40
FWCI
124.95
Type
journal article
Language
en
Open access
closed
Licence
Locations
Contemporary Educational Psychology (publishedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
  • Social Sciences › Psychology › Applied Psychology › Behavioral Health and Interventions
Keywords
motivation, social cognitive theory, Bandura, reciprocal determinism, self-efficacy, self-regulation, outcome expectations, attribution, social comparison, values, goal-directed behavior, agency, cultural diversity, intervention effects

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