The DOI matches its Crossref record; 94 of the 102 references it cites were found in a registry or an index.
Motivation and social cognitive theory
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“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“This article will be included because it provides insight into a well known social psychological model and also features some discussion regarding diversity of culture which could be valuable for the development of the model.”
From The Ergonomics of Learning: A Proposed Update to Bloom’s Taxonomy (2025) · cites this paper as Schunk, D. H., & DiBenedetto, M. K. (2020)
Citations
Cites
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Research works printed but not linked: 2
- DiBenedetto, 2010, Differences in self-regulatory processes among students studying science: A microanalytic investigation, The International Journal of Educational and Psychological Assessment, 5, 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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Metadata
- Authors
- Schunk, D. H., & DiBenedetto, M. K.
- Affiliations
- University of North Carolina at Greensboro (US)
- Corresponding author
- Schunk, Dale H.
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2020-01
- Volume
- 60
- Pages
- 101832
- ISSN
- 0361-476X (ISSN-L)
- 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
- Locations
- Contemporary Educational Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational 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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