From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation

Self-efficacy: The exercise of control

Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835

Self-efficacy: Toward a unifying theory of behavioral change

Bandura, A. (1977) · Psychological Review · doi:10.1037/0033-295x.84.2.191 · Cited by 43,925

Self-efficacy: the exercise of control

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A theory of social comparison processes

Festinger, L. (1954) · Human Relations · doi:10.1177/001872675400700202 · Cited by 20,926

Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions

Ryan, R. M., & Deci, E. L. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1020 · Cited by 18,666

An attributional theory of achievement motivation and emotion

Weiner, B. (1985) · Psychological Review · doi:10.1037/0033-295x.92.4.548 · Cited by 7,846

Mindset: The New Psychology of Success

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Expectancy-value theory of achievement motivation

Wigfield, A., & Eccles, J. S. (2000) · Contemporary Educational Psychology · doi:10.1006/ceps.1999.1015 · Cited by 7,383

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions

Ryan, R. M., & Deci, E. L. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101860 · Cited by 6,037

The four-phase model of interest development

Hidi, S., & Renninger, K. A. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_4 · Cited by 4,702

From Task Motivation to L2 Learning: Understanding Links through Learners' Task Engagement

Hiver, P. V., & Dao, P. (2025) · TESOL Quarterly · doi:10.1002/tesq.3410 · Cited by 34

Measuring adolescents’ perceived parental academic pressure: A scale development study

Kaynak, S., Koçak, S. S., & Kaynak, Ü. (2021) · Current Psychology · doi:10.1007/s12144-021-01347-w · Cited by 32

The role of the learning environment in adolescents’ motivational development

Raufelder, D., & Kulakow, S. (2021) · Motivation and Emotion · doi:10.1007/s11031-021-09879-1 · Cited by 47

Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?

Kuklick, L., & Lindner, M. A. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102146 · Cited by 34

A Study on Teachers’ Continuance Intention to Use Technology in English Instruction in Western China Junior Secondary Schools

Xie, Y., Boudouaia, A., Xu, J., AL-Qadri, A. H., Khattala, A., Li, Y., & Aung, Y. M. (2023) · Sustainability · doi:10.3390/su15054307 · Cited by 32

Tech-Savvy Men and Caring Women: Middle School Students’ Gender Stereotypes Predict Interest in Tech-Education

Tellhed, U., Björklund, F., & Strand, K. K. (2023) · Sex Roles · doi:10.1007/s11199-023-01353-1 · Cited by 32

How students’ motivational profiles change during the transition from primary to lower secondary school

Raufelder, D., Hoferichter, F., Hirvonen, R., & Kiuru, N. H. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102117 · Cited by 31

Math attitudes and math anxiety predict students' perception of teacher support in primary school, but not vice versa

Luo, R., Zhang, A., Wang, Y., Li, H., Xu, Y., Guo, K., & Si, J. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12628 · Cited by 31

Teacher support for students’ psychological needs and student engagement: Differences across school levels based on a national teacher survey

Patall, E. A., Vite, A., Lee, D. J., & Zambrano, J. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104400 · Cited by 34

From beliefs to behaviors: Conceptualizing and assessing students’ practices that reflect a growth mindset

Mendoza, N. B., & Yan, Z. (2025) · Social Psychology of Education · doi:10.1007/s11218-025-10032-w · Cited by 35

Peer relationships and student motivation: Theoretical and methodological approaches, empirical evidence, and future directions

Daumiller, M. H., & Hemi, A. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.70030 · Cited by 31

Gendered difference in motivational profiles, achievement, and STEM aspiration of elementary school students

Olive, K., Tang, X., Loukomies, A., Juuti, K., & Salmela‐Aro, K. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.954325 · Cited by 32

Development of affect at the transition to university mathematics and its relation to dropout — identifying related learning situations and deriving possible support measures

Geisler, S., Rolka, K., & Rach, S. (2023) · Educational Studies in Mathematics · doi:10.1007/s10649-022-10200-1 · Cited by 37

Motivation Science

(2023) · doi:10.1093/oso/9780197662359.001.0001 · Cited by 33

Motivational, Identity-Based, and Self-Regulatory Factors Associated with Academic Achievement of US Collegiate Student-Athletes: A Meta-Analytic Investigation

García, A. J., Fong, C. J., & Regalado, Y. M. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09730-8 · Cited by 30

The importance of perceived quality of instruction, achievement motivation and difficulties in self‐regulation for students who drop out of university

Wild, S., & Grassinger, R. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12590 · Cited by 30

A healthy breakfast each and every day is important for students' motivation and achievement

Martin, A. J., Bostwick, K. C. P., Burns, E. C., Munro‐Smith, V., George, T. P., Kennett, R., & Pearson, J. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101298 · Cited by 35

Peer relationships, motivation, self-efficacy, and science literacy in ethnic minority adolescents in China: A moderated mediation model

Li, L., Liu, Y., Peng, Z., Liao, M., Lu, L., Liao, H., & Li, H. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105524 · Cited by 30

Circadian preference and academic achievement in school-aged students: a systematic review and a longitudinal investigation of reciprocal relations

Scherrer, V., & Preckel, F. (2021) · Chronobiology International · doi:10.1080/07420528.2021.1921788 · Cited by 31

The quizzing effect depends on hope of success and can be optimized by cognitive load-based adaptation

Heitmann, S., Grund, A., Fries, S., Berthold, K., & Roelle, J. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101526 · Cited by 30

Adolescents' expectancy–value profiles in school context: The impact of self‐directed learning intervals

Schweder, S., & Raufelder, D. (2022) · Journal of Adolescence · doi:10.1002/jad.12047 · Cited by 30

Toward Sustainable Consumption Behavior in Online Education Industry: The Role of Consumer Value and Social Identity

Jiang, S., Jotikasthira, N., & Pu, R. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.865149 · Cited by 30

Social presence and teacher involvement: The link with expectancy, task value, and engagement

Edwards, O. V., & Taasoobshirazi, G. (2022) · The Internet and Higher Education · doi:10.1016/j.iheduc.2022.100869 · Cited by 35

Exploring interactions between motivation and cognition to better shape self-regulated learning.

Finn, B. (2020) · Journal of Applied Research in Memory and Cognition · doi:10.1016/j.jarmac.2020.08.008 · Cited by 35

Generative AI and Essay Writing: Impacts of Automated Feedback on Revision Performance and Engagement

Chan, S., Lo, N., & Wong, A. (2024) · rEFLections · doi:10.61508/refl.v31i3.277514 · Cited by 29

Health-Related Quality of Life, Success Probability and Students’ Dropout Intentions: Evidence from a German Longitudinal Study

Baalmann, T. (2023) · Research in Higher Education · doi:10.1007/s11162-023-09738-7 · Cited by 31

Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science

King, R. B., & Fryer, L. K. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09850-9 · Cited by 32

A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate

Murayama, K., & von Keyserlingk, L. (2025) · Educational Psychologist · doi:10.1080/00461520.2025.2473894 · Cited by 40

Situational Motivation in Academic Learning: A Systematic Review

Törmänen, T., Ketonen, E. E., Lehtoaho, E., Turunen, M., Zabolotna, K., Tatiana, S., & Järvenoja, H. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10036-0 · Cited by 45

Expectancy-value profiles in math: How are student-perceived teaching behaviors related to motivational transitions?

Lazarides, R., Schiepe-Tiska, A., Heine, J.-H., & Buchholz, J. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2022.102198 · Cited by 29

Perceived teacher autonomy support for adolescents’ reading achievement: The mediation roles of control-value appraisals and emotions

Wang, M., & Hu, J. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.959461 · Cited by 31

Situating Expectancies and Subjective Task Values Across Grade Levels, Domains, and Countries: A Network Approach

Tang, X., Lee, H. R., Wan, S., Gaspard, H., & Salmela‐Aro, K. (2022) · AERA Open · doi:10.1177/23328584221117168 · Cited by 30

Does school context moderate longitudinal relations between teacher-reported self-efficacy and value for student engagement and teacher-student relationships from early until midcareer?

Lazarides, R., Watt, H. M. G., & Richardson, P. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102136 · Cited by 32

The role of 21-century digital competence in shaping pre-service language teachers’ 21-century digital skills: the Partial Least Square Modeling Approach (PLS-SEM)

Rahimi, A. R., & Mosalli, Z. (2024) · Journal of Computers in Education · doi:10.1007/s40692-023-00307-6 · Cited by 29

The Relationship Between Filial Piety and the Academic Achievement and Subjective Wellbeing of Chinese Early Adolescents: The Moderated Mediation Effect of Educational Expectations

Guo, X., Li, J., Niu, Y., & Luo, L. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.747296 · Cited by 28

Gender gap in reading achievement: the mediating role of metacognitive strategies and reading-related attitudes

Erdol, T. A., & Arıkan, Ç. A. (2022) · Social Psychology of Education · doi:10.1007/s11218-022-09692-9 · Cited by 33

Correlates of adolescents’ STEM career aspirations: the importance of academic motivation, academic identity, and gender

Myint, E., & Robnett, R. D. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00681-w · Cited by 34

A prosocial value intervention in gateway STEM courses.

Harackiewicz, J. M., Hecht, C. A., Asher, M. W., Beymer, P. N., Lamont, L. B., Wheeler, N., Else-Quest, N. M., Priniski, S. J., Smith, J. L., Hyde, J. S., et al. (2023) · Journal of Personality and Social Psychology · doi:10.1037/pspa0000356 · Cited by 32

Factors mitigating the decline of motivation during the first academic year: a latent change score analysis

Wild, S., Rahn, S., & Meyer, T. (2023) · Motivation and Emotion · doi:10.1007/s11031-023-10050-1 · Cited by 33

Motivational profiles in mathematics – stability and links with educational and emotional outcomes

Widlund, A., Tuominen, H., & Korhonen, J. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2024.102256 · Cited by 28

What is the role of teaching support in students’ motivation and engagement trajectories during adolescence? A four-year latent growth modeling study

Martin, A. J., Collie, R. J., Stephan, M., Flesken, A., Halcrow, F., & McCourt, B. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101910 · Cited by 28

The essential role of teacher diversity in creating equitable and inclusive learning environments: an interdisciplinary conceptual framework

Heinz, M., Daid, R. M., & Keane, E. (2025) · Learning Environments Research · doi:10.1007/s10984-025-09540-5 · Cited by 33

Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study

Richter, E., Kunter, M., Marx, A., & Richter, D. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.722169 · Cited by 33

Are Pedagogical Beliefs an Internal Barrier for Technology Integration? The Interdependent Nature of Teacher Beliefs

Cheng, S., Chang, J., & Romero, K. (2022) · Education and Information Technologies · doi:10.1007/s10639-021-10835-2 · Cited by 34

Confirmation and Structured Inquiry Teaching: Does It Improve Students’ Achievement Motivations in School Science?

Toma, R. B. (2022) · Canadian Journal of Science Mathematics and Technology Education · doi:10.1007/s42330-022-00197-3 · Cited by 28

Giving choices or making tasks relevant? Classroom practices that foster L2 learner engagement

Vo, H. (2023) · System · doi:10.1016/j.system.2023.103098 · Cited by 27

When competence and confidence are at odds: a cross-country examination of the Dunning–Kruger effect

Hansen, K. Y., Thorsén, C., Radišić, J., Peixoto, F., Laine, A., & Liu, X. (2024) · European Journal of Psychology of Education · doi:10.1007/s10212-024-00804-x · Cited by 29

Comparative analysis of managerial strategies for enhancing teacher motivation in Public and Private Schools

Gao, Z., Hu, G., Akram, S., Hassan, M. U., Shahzad, M. F., & Jan, S. A. (2025) · Scientific Reports · doi:10.1038/s41598-025-90900-9 · Cited by 27

Motivating Motivation Regulation Research—An Evidence and Gap Map Approach

Trautner, M., Grunschel, C., & Schwinger, M. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10019-1 · Cited by 33

Hidden in Plain Sight: The Inconsistent Gender Gaps in STEM and Leadership

Eagly, A. H. (2021) · Psychological Inquiry · doi:10.1080/1047840x.2021.1930764 · Cited by 31

What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school

Hübner, N., Fahrbach, T., Lachner, A., & Scherer, R. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104847 · Cited by 27

“You need to be super smart to do well in math!” Young children's field‐specific ability beliefs

Jenifer, J. B., Jaxon, J., Levine, S. C., & Cimpian, A. (2023) · Developmental Science · doi:10.1111/desc.13429 · Cited by 29

Gender Differences in Motivational and Curricular Pathways Towards Postsecondary Computing Majors

Chen, J., Perez‐Felkner, L., Nhien, C., Hu, S., Erichsen, K., & Li, Y. (2023) · Research in Higher Education · doi:10.1007/s11162-023-09751-w · Cited by 27

Predictors of short-term trajectories of students’ expectancy-value motivational beliefs in introductory calculus courses

Beymer, P. N., & Rosenzweig, E. Q. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102236 · Cited by 28

Teacher motivation: Implications for instruction and learning. Introduction to the special issue

Lazarides, R., & Schiefele, U. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101543 · Cited by 27

Fear of failure and academic procrastination among university students: The role of achievement expectancy and year of study

Tan, E. W.-Y., & Prihadi, K. D. (2022) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v11i1.22201 · Cited by 31

Achievement, self‐concept and anxiety in mathematics and English: A thre e‐wave cross‐lagged panel study

Zhang, J., Chiu, M. M., & Lei, H. (2022) · British Journal of Educational Psychology · doi:10.1111/bjep.12539 · Cited by 30

Student interest in mathematics homework: Do peer interest and homework approaches matter?

Xu, J. (2023) · Psychology in the Schools · doi:10.1002/pits.22963 · Cited by 26

Podcasting as a form of assessment: increasing student motivation in academic English-speaking assessment

Perry, S. (2024) · Language Testing in Asia · doi:10.1186/s40468-024-00288-y · Cited by 26

Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted?

Jud, J., Karlen, Y., & Hirt, C. N. (2024) · Metacognition and Learning · doi:10.1007/s11409-024-09393-y · Cited by 26

Scaffolding of learning activities: Aptitude-treatment-interaction effects in math?

Hofer, S. I., & Reinhold, F. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102177 · Cited by 28

Students’ Personality Contributes More to Academic Performance than Well-Being and Learning Approach—Implications for Sustainable Development and Education

Moreira, P., Pedras, S., & Pombo, P. (2020) · European Journal of Investigation in Health Psychology and Education · doi:10.3390/ejihpe10040079 · Cited by 26

Using cost to improve predictions of adolescent students' future choice intentions, avoidance intentions, and course grades in mathematics and English

Jiang, Y., & Rosenzweig, E. Q. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.101978 · Cited by 26

Validating the MUSIC Model of Academic Motivation Inventory: Evidence for the Short Forms of the College Student Version

Jones, B. D., & Wilkins, J. L. M. (2022) · Journal of Psychoeducational Assessment · doi:10.1177/07342829221121695 · Cited by 26

Motivational beliefs moderate the relation between academic delay and academic achievement in online learning environments

Cheng, S., Xie, K., & Collier, J. (2023) · Computers & Education · doi:10.1016/j.compedu.2023.104724 · Cited by 26

How do students’ achievement goals relate to learning from well-designed instructional videos and subsequent exam performance?

Kuhlmann, S. L., Bernacki, M. L., Greene, J. A., Hogan, K. A., Evans, M., Plumley, R. D., Gates, K. M., & Panter, A. T. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102162 · Cited by 26

How can inclusion succeed for all? Children's well-being in inclusive schools and the role of teachers' inclusion-related attitudes and self-efficacy

Wächter, T., Gorges, J., Apresjan, S., & Lütje-Klose, B. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104411 · Cited by 26

Exploring the roles of academic, personal, and cultural demands and resources in immigrant students' motivation, engagement, and achievement

Martin, A. J., Collie, R. J., & Malmberg, L. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101903 · Cited by 32

Dissecting achievement motivation: Exploring the link between states, situation perception, and trait-state dynamics

Witte, K., Spinath, B., & Ziegler, M. D. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102439 · Cited by 27

Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries

Radišić, J., Buchholtz, N. F., Hansen, K. Y., Liu, X., & Kaarstein, H. (2024) · European Journal of Psychology of Education · doi:10.1007/s10212-024-00809-6 · Cited by 32

Exploring age-related differences in metacognitive self-regulation: the influence of motivational factors in secondary school students

Katsantonis, I. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1383118 · Cited by 30

Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency

Bae, C. L. L., Matewos, A. M., & Fife, J. E. (2024) · Educational Psychologist · doi:10.1080/00461520.2024.2370549 · Cited by 26

The motivational system of task values and anticipated emotions in daily academic behavior

Umarji, O., McPartlan, P., Moeller, J., Li, Q., Shaffer, J. F., & Eccles, J. S. (2021) · Motivation and Emotion · doi:10.1007/s11031-021-09898-y · Cited by 25

Gender differences in classroom emotional climate and attitudes among students undertaking integrated STEM projects: a Rasch analysis

Koul, R. B., McLure, F. I., & Fraser, B. J. (2021) · Research in Science & Technological Education · doi:10.1080/02635143.2021.1981852 · Cited by 27

Sustaining motivation and academic delay of gratification: Analysis and applications

Bembenutty, H. (2021) · Theory Into Practice · doi:10.1080/00405841.2021.1955555 · Cited by 25

Longitudinal relationship between teacher self-efficacy and work engagement: Testing the random-intercept cross-lagged panel model

Burić, I., Zuffianò, A., & López‐Pérez, B. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102092 · Cited by 30

Mixed effects of a randomized trial replication study testing a cost-focused motivational intervention

Rosenzweig, E. Q., Song, Y., & Clark, S. (2022) · Learning and Instruction · doi:10.1016/j.learninstruc.2022.101660 · Cited by 27

The role of motivation and puberty hormones in adolescents' academic engagement and disengagement: A latent growth modeling study

Martin, A. J., Balzer, B. W. R., Garden, F. L., Handelsman, D. J., Hawke, C. I., Luscombe, G. M., Paxton, K., Skinner, S. R., & Steinbeck, K. S. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2022.102213 · Cited by 25

Arithmetic Word Problem-Solving and Math Anxiety: The Role of Perceived Difficulty and Gender

Doz, E., Cuder, A., Pellizzoni, S., Carretti, B., & Passolunghi, M. C. (2023) · Journal of Cognition and Development · doi:10.1080/15248372.2023.2186692 · Cited by 34

A PRISMA review of expectancy-value theory in music contexts

Sin, H. X., Tan, L., & McPherson, G. E. (2022) · Psychology of Music · doi:10.1177/03057356211024344 · Cited by 24

Double-edged sword effect of packaging: Antecedents and consumer consequences of a company’s green packaging design

Chang, T.-W. (2023) · Journal of Cleaner Production · doi:10.1016/j.jclepro.2023.137037 · Cited by 20

Self-regulation from the sociocultural perspective—A literature review

Masaki, F. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2243763 · Cited by 34

Teachers matter: linking teachers and students’ self-regulated learning

Karlen, Y., Hertel, S., Grob, U., Jud, J., & Hirt, C. N. (2024) · Research Papers in Education · doi:10.1080/02671522.2024.2394059 · Cited by 24

Preparing industry-ready graduates: Interplay of lecturer behavior, self-motivation, and soft skill development in vocational education

Suyatmo, S., Prayitno, H., Wirawan, W. A., Pratiwi, D. I., & Waluyo, B. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105892 · Cited by 31

A Moderated Mediation Model of Expectancy-Value Interactions, Engagement, and Foreign Language Performance

Wu, Y., & Kang, X. (2021) · SAGE Open · doi:10.1177/21582440211059176 · Cited by 26

How do adolescent mathematical self-concept and values explain attainment of different kinds of STEM degrees in adulthood?

Toh, L., & Watt, H. M. G. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102057 · Cited by 26

The interplay between students' motivational profiles and science learning

Kubsch, M., Fortus, D., Neumann, K., Nordine, J., & Krajcik, J. S. (2022) · Journal of Research in Science Teaching · doi:10.1002/tea.21789 · Cited by 24

Parents’ Math Gender Stereotypes and Their Correlates: An Examination of the Similarities and Differences Over the Past 25 Years

Starr, C. R., Gao, Y., Lee, G., Safavian, N. S., Rubach, C., Dicke, A., Eccles, J. S., & Simpkins, S. D. (2022) · Sex Roles · doi:10.1007/s11199-022-01337-7 · Cited by 28

In pursuit of mutual benefits in school-based citizen science: who wins what in a win-win situation?

Atias, O., Baram‐Tsabari, A., Kali, Y., & Shavit, A. (2023) · Instructional Science · doi:10.1007/s11251-022-09608-2 · Cited by 24

The dark side of detracking: Mixed-ability classrooms negatively affect the academic self-concept of students with low academic achievement

Fleischmann, M., Hübner, N., Nagengast, B., & Trautwein, U. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101753 · Cited by 24

Students’ Motivation in an Online and a Face-To-Face Semester

Bosch, E., & Spinath, B. (2023) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000519 · Cited by 24

Patterns, predictors, and outcomes of situated expectancy‐value profiles in an introductory chemistry course

Perez, T., Robinson, K. A., Priniski, S. J., Lee, Y., Totonchi, D. A., & Linnenbrink‐Garcia, L. (2023) · Annals of the New York Academy of Sciences · doi:10.1111/nyas.15031 · Cited by 24

The interplay between scientific motivation, creative process engagement, and scientific creativity: A network analysis study

Xiang, S., Li, Y., Yang, W., Ye, C., Li, M., Dou, S., Lyu, Y., Jiang, Z., Li, Y., Qi, S., et al. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102385 · Cited by 24

Future teachers’ self-efficacy in teaching practical and algorithmic ICT competencies – Does background matter?

Kruskopf, M., Abdulhamed, R., Ranta, M., Lammassaari, H., & Lonka, K. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104574 · Cited by 31

Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic

Rutherford, T. A., Duck, K. D., Rosenberg, J. M., & Patt, R. (2021) · Journal of Research on Technology in Education · doi:10.1080/15391523.2021.1920520 · Cited by 24

Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding?

Dicke, A., Rubach, C., Safavian, N. S., Karabenick, S. A., & Eccles, J. S. (2021) · Learning and Instruction · doi:10.1016/j.learninstruc.2021.101521 · Cited by 26

Developing Sexual Self-Efficacy Beliefs During Adolescence: Do Health Teachers Really Matter?

Allsop, Y., & Anderman, E. M. (2022) · Journal of Youth and Adolescence · doi:10.1007/s10964-022-01646-w · Cited by 30

Digital learning for preschools: Validation of basic ICT competence beliefs of preschool teachers in Hong Kong and the Philippines

Valdez, J. P. M., & Mendoza, N. B. (2024) · Education and Information Technologies · doi:10.1007/s10639-024-12591-5 · Cited by 23

The impact of ChatGPT on teaching and learning in higher education: Exploring the dual perspectives of participants who were students and teachers

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