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

Exploring the dynamic relations between second language students’ classroom engagement and task value belief: A longitudinal study

Vo, H., Hoang, H., & Mu, G. M. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.102025 · Cited by 23

Burnout trajectories among adolescent student-athletes: The role of gender, success expectations, and parental affection

Saarinen, M., Phipps, D. J., Kuokkanen, J., Bjørndal, C. T., Bentzen, M., Ommundsen, Y., & Gustafsson, H. (2025) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2025.102831 · Cited by 23

Time Management and Achievement Motivation: A Review of What We Know and Directions for Where to Go

Wolters, C. A., Brady, A. C., & Lee, H. J. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-10032-4 · Cited by 29

Do emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance

Schukajlow, S., Blomberg, J., Rellensmann, J., & Leopold, C. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101967 · Cited by 26

Parents' numeracy beliefs and their early numeracy support: A synthesis of the literature

Douglas, A.-A., Zippert, E. L., & Rittle‐Johnson, B. (2021) · Advances in child development and behavior · doi:10.1016/bs.acdb.2021.05.003 · Cited by 23

Expectancies, task values, and perceived costs: Reciprocal effects on math-related career intention and achievement among middle school girls

Chung, Y., & Kim, S. (2022) · Learning and Individual Differences · doi:10.1016/j.lindif.2022.102145 · Cited by 25

Role of achievement value, teachers’ autonomy support, and teachers’ academic pressure in promoting academic engagement among high school seniors

Lee, T. R., Hong, S. E., Kang, J., & Lee, S. M. (2023) · School Psychology International · doi:10.1177/01430343221150748 · Cited by 26

The Effect of Corporate Greenwashing on Employees’ Environmental Performance: Person–Organization Values Fit Perspective

Miao, G., Chen, G., Fan, W., & Das, A. K. (2023) · Sustainability · doi:10.3390/su15043498 · Cited by 23

A study on the influence mechanism of perceived situational factors on young tourists’ pro-environment behaviors: Taking perceived coolness as an example

Liu, Y., & Geng, S. (2023) · Journal of Hospitality and Tourism Management · doi:10.1016/j.jhtm.2023.11.004 · Cited by 24

The role of teaching support in assisting students' transition to high school

Martin, A. J., Collie, R. J., Stephan, M., Flesken, A., Halcrow, F., & McCourt, B. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102382 · Cited by 26

A critique of motivation constructs to explain higher-order behavior: We should unpack the black box

Murayama, K., & Jach, H. K. (2024) · Behavioral and Brain Sciences · doi:10.1017/s0140525x24000025 · Cited by 32

The effect of parental support on student self-rated and task-based creativity: The mediating role of creative interest and self-efficacy

Ma, Y., Zhang, H., & Wang, M. (2024) · Thinking Skills and Creativity · doi:10.1016/j.tsc.2024.101512 · Cited by 23

Examining the dynamics of mathematics anxiety, perceived cost, and achievement: A control-value theory approach

Omer, S. M. S., & Chen, S. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102169 · Cited by 22

“Why are we learning this?!” — Investigating students’ subjective study values across different disciplines

Breetzke, J., Özbağcı, D., & Bohndick, C. (2023) · Higher Education · doi:10.1007/s10734-023-01075-z · Cited by 22

‘Am I to blame because my child is not motivated to do math?’: Relationships between parents’ attitudes, beliefs and practices towards mathematics and students’ mathematics motivation and achievement

Peixoto, F., Mata, L., Campos, M., Caetano, T., Radišić, J., & Niemivirta, M. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00774-6 · Cited by 22

STEM career expectations across four diverse countries: motivation to learn mathematics mediates the effects of gender and math classroom environments

Caspi, A., & Gorsky, P. (2024) · International Journal of STEM Education · doi:10.1186/s40594-024-00511-5 · Cited by 22

Science motivation, academic achievement, career aspirations in early adolescents

Putwain, D. W., Mallaburn, A., & Held, T. (2024) · Learning and Individual Differences · doi:10.1016/j.lindif.2024.102577 · Cited by 22

Investigating peer influence on collaborative group members' motivation through the lens of socially shared regulation of learning

Järvenoja, H., Törmänen, T., Lehtoaho, E., Turunen, M., Suoraniemi, J., & Edwards, J. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.12754 · Cited by 24

What Are Teacher–Student Relationships in Adolescent Motivation Research? A Systematic Review of Conceptualizations, Measurement, and Analysis

Burns, E. C., & Bergen, P. V. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-09998-y · Cited by 25

Metacognition and motivation in creativity: examining the roles of self-efficacy and values as cues for metacognitive judgments

Urban, K., & Urban, M. (2025) · Metacognition and Learning · doi:10.1007/s11409-025-09421-5 · Cited by 22

Contextualizing the Social and Educational Journeys of Adolescents within the Life Course

Crosnoe, R. L. (2021) · Journal of Research on Adolescence · doi:10.1111/jora.12689 · Cited by 28

The Achievement Motivation Enhancement Curriculum: Evaluating an Affective Intervention For Gifted Students

Desmet, O. A., & Pereira, N. (2021) · Journal of Advanced Academics · doi:10.1177/1932202x211057424 · Cited by 22

Learning motivation tendencies among preschoolers: Impact of executive functions and gender differences

Veraksa, А., Gavrilova, M., & Lepola, J. (2022) · Acta Psychologica · doi:10.1016/j.actpsy.2022.103647 · Cited by 22

College Students’ motivational beliefs and use of goal-oriented control strategies: Integrating two theories of motivated behavior

von Keyserlingk, L., Rubach, C., Lee, H. R., Eccles, J. S., & Heckhausen, J. (2022) · Motivation and Emotion · doi:10.1007/s11031-022-09957-y · Cited by 27

Disentangling motivation and engagement: Exploring the role of effort in promoting greater conceptual and methodological clarity

Nagy, R. P., Martin, A. J., & Collie, R. J. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1045717 · Cited by 22

Boys’ motivation profiles in mathematics: relations with contextual factors, wellbeing and engagement in a boys-only school

Beswick, K., Watt, H. M. G., Granziera, H., Geiger, V., & Fraser, S. P. (2023) · ZDM · doi:10.1007/s11858-022-01464-1 · Cited by 22

Searching for short-term motivational alignment and spillover effects: A random intercept cross-lagged analysis of students’ expectancies and task values in math-intensive study programs

Benden, D. K., & Lauermann, F. (2023) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102166 · Cited by 24

Personal agency among students from low socio-economic backgrounds: An examination of student profiles, perceived teaching support, and achievement

Collie, R. J., Martin, A. J., Flesken, A., & McCourt, B. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09881-0 · Cited by 24

Interest Development, Knowledge Learning, and Interactive IR

Liu, J., & Jung, Y. J. (2021) · Conference on Human Information Interaction and Retrieval · doi:10.1145/3406522.3446015 · Cited by 22

Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate

Dresel, M., Daumiller, M., Spear, J., Janke, S., Dickhäuser, O., & Steuer, G. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.12697 · Cited by 21

Identity in Higher Computer Education Research: A Systematic Literature Review

Große-Bölting, G., Gerstenberger, D., Gildehaus, L., Mühling, A., & Schulte, C. (2023) · ACM Transactions on Computing Education · doi:10.1145/3606707 · Cited by 23

Gender Differences in Math and Science Academic Self-Concepts and the Association With Female Climate in 8th Grade Classrooms

Andersen, I. G., & Smith, E. (2023) · The Journal of Early Adolescence · doi:10.1177/02724316231188682 · Cited by 23

Causes and consequences of stereotypes: interest stereotypes reduce adolescent girls’ motivation to enroll in computer science classes

Master, A., Alexander, T. M., Thompson, J., Fan, W., Meltzoff, A. N., & Cheryan, S. (2024) · Journal of Research on Technology in Education · doi:10.1080/15391523.2024.2402355 · Cited by 22

Emotional dynamics and regulation in collaborative learning

Törmänen, T., Saqr, M., López‐Pernas, S., Mänty, K., Suoraniemi, J., Heikkala, N., & Järvenoja, H. (2025) · Learning and Instruction · doi:10.1016/j.learninstruc.2025.102188 · Cited by 21

Examining developmental relationships between utility value, interest, and cognitive competence for college statistics students with differential self-perceived mathematics ability

Xu, C., Lem, S., & Onghena, P. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.101980 · Cited by 21

Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU

Freeman, K. E., Winston‐Proctor, C. E., Gangloff-Bailey, F., & Jones, J. M. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.669407 · Cited by 21

The mediating role of test anxiety in the evolution of motivation and achievement of students transitioning from elementary to high school

Fréchette‐Simard, C., Plante, I., Duchesne, S., & Chaffee, K. E. (2022) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2022.102116 · Cited by 23

Analysis of influencing factors of subjective career unsuccessfulness of vocational college graduates from the Department of Navigation in China

Wang, L., Ye, J., Lee, Y.-S., & Miao, C.-J. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1015190 · Cited by 25

How to Continue? New Approaches to Investigating the Effects of Adaptive Math Learning Programs on Students’ Performance, Self-Concept, and Anxiety

Hilz, A., Guill, K., Roloff, J., Sommerhoff, D., & Aldrup, K. (2023) · Journal of Intelligence · doi:10.3390/jintelligence11060108 · Cited by 24

Motivation profiles of Chinese rural foreign language learners: link with learning strategy and achievement

Ma, L., Li, B., Jiao, Y., & Liu, J. (2023) · Applied Linguistics Review · doi:10.1515/applirev-2022-0198 · Cited by 21

Exploring the Sociocultural Influence of Music Traditions Across Different Cultures

Liu, J., Chen, Y., & Huang, S. (2024) · SHS Web of Conferences · doi:10.1051/shsconf/202418702008 · Cited by 21

Do achievement goals and self-efficacy matter for feedback use?

Keller, M. V., Dresel, M., & Daumiller, M. H. (2024) · Learning and Instruction · doi:10.1016/j.learninstruc.2024.101948 · Cited by 21

A Framework for Measuring Undergraduate Learning and Growth

Arum, R., Eccles, J. S., Heckhausen, J., Orona, G. A., von Keyserlingk, L., Wegemer, C. M., Wright, C. E. (., & Yamaguchi‐Pedroza, K. (2021) · Change The Magazine of Higher Learning · doi:10.1080/00091383.2021.1987810 · Cited by 21

Disentangling the relation among emotional cost, psychological cost, and anxiety with College Students

Song, Y., Rosenzweig, E. Q., & Barger, M. M. (2023) · Motivation and Emotion · doi:10.1007/s11031-023-10032-3 · Cited by 22

How emotions are related to competence beliefs during mathematical problem solving: Differences between boys and girls

der Beek, J. P. J. V., van der Ven, S. H. G., Kroesbergen, E. H., & Leseman, P. P. M. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102402 · Cited by 25

The intraindividual dynamics of university students' motivation and emotions: The role of autonomy‐supportive learning climates and learning activities

Lo, M. (2024) · British Journal of Educational Psychology · doi:10.1111/bjep.12703 · Cited by 20

The development of mathematics expectancy-value profiles during the secondary–tertiary transition into STEM fields

Mayerhofer, M., Lüftenegger, M., & Eichmair, M. (2024) · International Journal of STEM Education · doi:10.1186/s40594-024-00491-6 · Cited by 20

Enhancing academic engagement through students’ perceptions of teacher expectations: the mediating role of intentional self-regulation in middle school

Wang, H., Sun, Y., Zhao, X. H., Wang, W., & Xue, J. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1456334 · Cited by 22

Far Transfer of Metacognitive Regulation: From Cognitive Learning Strategy Use to Mental Effort Regulation

Wirth, J., Weber-Reuter, X.-L., Schuster, C., Fleischer, J., Leutner, D., & Stebner, F. (2025) · Educational Psychology Review · doi:10.1007/s10648-024-09983-x · Cited by 23

Perceived peer support, motivational self‐regulation and academic achievement in adolescents

Villar, E., Real‐Deus, E., Martínez-López, Z., Pais, M. E. M., & Tinajero, C. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.12783 · Cited by 26

The impact of AI-Based adaptive learning technologies on motivation and engagement of higher education students

Zhou, C., Ren, T., & Lang, L. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13646-x · Cited by 20

Pathways Linking Parental Support to Adolescents’ Reading Proficiency: A Social Cognitive Theory Perspective

Chen, X., & Hu, J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.746608 · Cited by 20

Chinese Students’ Perceptions of the Motivational Climate in College English Courses: Relationships Between Course Perceptions, Engagement, and Achievement

Li, M., Jones, B. D., Williams, T. O., & Guo, Y. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.853221 · Cited by 20

I value the problem, but I don’t think my students will: preservice teachers’ judgments of task value and self-efficacy for modelling, word, and intramathematical problems

Böswald, V., & Schukajlow, S. (2022) · ZDM · doi:10.1007/s11858-022-01412-z · Cited by 20

Developmental changes in students' use of dimensional comparisons to form ability self-concepts in math and verbal domains

Wan, S., Lauermann, F., Bailey, D. H., & Eccles, J. S. (2022) · Child Development · doi:10.1111/cdev.13856 · Cited by 22

Distinct roles of perceived teacher and peer relationships in adolescent students’ academic motivation and outcomes: Father absence as a moderator

Liu, D., Jiang, Y., Wu, F., Yang, X., & Huang, R. (2022) · Journal of Pacific Rim Psychology · doi:10.1177/18344909221146236 · Cited by 23

The interplay between parental behaviors and adolescents' sports-related values in understanding adolescents' dropout of organized sports activities

Jaf, D., Wagnsson, S., Skoog, T., Glatz, T., & Özdemir, M. (2023) · Psychology of sport and exercise · doi:10.1016/j.psychsport.2023.102448 · Cited by 28

Students' and schools' expectancy-value beliefs are associated with reading achievement: A cross-cultural study

Li, J., King, R. B., Wang, Y., Leung, S. O., & Wang, C. (2023) · Learning and Individual Differences · doi:10.1016/j.lindif.2023.102344 · Cited by 22

Interventions to promote retrieval practice: Strategy knowledge predicts intent, but perceived cost predicts usage.

Wang, L., Muenks, K. M., & Yan, V. X. (2023) · Journal of Educational Psychology · doi:10.1037/edu0000813 · Cited by 20

Deadlines make you productive, but what do they do to your motivation? Trajectories in quantity and quality of motivation and study activities among university students as exams approach

Capelle, J. D., Senker, K., Fries, S., & Grund, A. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1224533 · Cited by 22

Developmental trajectories of school‐beginners' ability self‐concept, intrinsic value and performance in mathematics

Niemivirta, M., Tapola, A., Tuominen, H., & Viljaranta, J. (2023) · British Journal of Educational Psychology · doi:10.1111/bjep.12655 · Cited by 30

Homework for learning and fun: Quality of mothers’ homework involvement and longitudinal implications for children’s academic and emotional functioning

Shi, Z., Qu, Y., & Wang, Q. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2024.102257 · Cited by 20

Parent involvement and student academic motivation towards science in 9th grade

Pinneo, L., & Nolen, A. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-024-02707-0 · Cited by 20

“Show Them the Playbook That These Companies Are Using”: Youth Voices about Why Computer Science Education Must Center Discussions of Power, Ethics, and Culturally Responsive Computing

Ryoo, J. J., & Blunt, T. (2024) · ACM Transactions on Computing Education · doi:10.1145/3660645 · Cited by 20

Forms of understanding for XAI-Explanations

Buschmeier, H., Buhl, H. M., Kern, F., Grimminger, A., Beierling, H., Fisher, J., Groß, A., Horwath, I., Klowait, N. O., Lazarov, S., et al. (2025) · Cognitive Systems Research · doi:10.1016/j.cogsys.2025.101419 · Cited by 29

Momentary task‐values and expectations predict engagement in science among Finnish and Chilean secondary school students

Salmela‐Aro, K., Upadyaya, K., Cumsille, P. E., Lavonen, J., Ávalos, B., & Eccles, J. S. (2020) · International Journal of Psychology · doi:10.1002/ijop.12719 · Cited by 20

Interest, flow and learning strategies how the learning context affects the moderating function of flow

Schweder, S., & Raufelder, D. (2021) · The Journal of Educational Research · doi:10.1080/00220671.2021.1887066 · Cited by 26

Fascinating or dull? Female students’ attitudes towards STEM subjects and careers

Lane, C., Kaya-Capocci, S., Kelly, R., O’Connell, T., & Goos, M. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.959972 · Cited by 20

The relevance of basic psychological needs and subject interest as explanatory variables for student dropout in higher education — a German case study using the example of a cooperative education program

Wild, S., Rahn, S., & Meyer, T. (2023) · European Journal of Psychology of Education · doi:10.1007/s10212-022-00671-4 · Cited by 24

What Is Motivation, Where Does It Come from, and How Does It Work?

Dweck, C. S., Dixon, M. L., & Gross, J. J. (2023) · Oxford University Press eBooks · doi:10.1093/oso/9780197662359.003.0001 · Cited by 23

Understanding the Relationship of Science and Mathematics Place-Based Workforce Development on Adolescents’ Motivation and Rural Aspirations

Starrett, A., Irvin, M. J., Lotter, C. R., & Yow, J. A. (2022) · American Educational Research Journal · doi:10.3102/00028312221099009 · Cited by 19

Profiles of Achievement Motivation and Performance in Middle School: Links to Student Background and Perceived Classroom Climate

Erentaitė, R., Vosylis, R., Sevalneva, D., Melnikė, E., Raižienė, S., & Daukantaité, D. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.820247 · Cited by 19

Longitudinal associations between parent degree/occupation, parent support, and adolescent motivational beliefs in STEM

Hsieh, T., & Simpkins, S. D. (2022) · Journal of Adolescence · doi:10.1002/jad.12059 · Cited by 21

How handheld use is connected to learning-related factors and academic achievement: Meta-analysis and research synthesis

Kärchner, H., Trautner, M., Willeke, S., & Schwinger, M. (2022) · Computers and Education Open · doi:10.1016/j.caeo.2022.100116 · Cited by 28

A sequence of learning processes in an intelligent tutoring system from topic-related appraisals to learning gains

Chevalère, J., Yun, H. S., Henke, A., Niels Pinkwart, C., Hafner, V. V., & Lazarides, R. (2023) · Learning and Instruction · doi:10.1016/j.learninstruc.2023.101799 · Cited by 20

What makes a role model motivating for young girls? The effects of the role model’s growth versus fixed mindsets about ability and interest

Gladstone, J. R., Tallberg, M., Jaxon, J., & Cimpian, A. (2023) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2023.105775 · Cited by 21

Using a Chatbot to learn English via Charades: the correlates between social presence, hedonic value, perceived value, and learning outcome

Hong, J., Lin, C.-H., & Juh, C.-C. (2023) · Interactive Learning Environments · doi:10.1080/10494820.2023.2273485 · Cited by 19

Maths anxiety and subjective perception of control, value and success expectancy in mathematics

Szűcs, D., & Toffalini, E. (2023) · Royal Society Open Science · doi:10.1098/rsos.231000 · Cited by 19

Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing

Abel, R., de Bruin, A. B. H., Onan, E., & Roelle, J. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09902-0 · Cited by 21

Antecedents of science anxiety in elementary school

Henschel, S. (2021) · The Journal of Educational Research · doi:10.1080/00220671.2021.1922989 · Cited by 19

Student Motivation and Independent Learning in Social Studies, English, and Math: The Impact of the Classroom Environment

Susiani, K., Dharsana, I. K., Suartama, I. K., Suranata, K., & Yasa, I. N. (2022) · International Journal of Innovative Research and Scientific Studies · doi:10.53894/ijirss.v5i4.681 · Cited by 19

Students’ socioeconomic status and teacher beliefs about learning as predictors of students’ mathematical competence

Haataja, E., Niemivirta, M., Holm, M. E., Ilomanni, P., & Laine, A. (2024) · European Journal of Psychology of Education · doi:10.1007/s10212-023-00791-5 · Cited by 18

Motivation and self-regulated learning as predictors of learning resource use in learning management systems in higher education

von Keyserlingk, L., Schwerter, J., Kunina‐Habenicht, O., & Lauermann, F. (2025) · Educational Psychology · doi:10.1080/01443410.2025.2564891 · Cited by 21

Developmental Trajectories of Science Identity Beliefs: Within-Group Differences among Black, Latinx, Asian, and White Students

Puente, K., Starr, C. R., Eccles, J. S., & Simpkins, S. D. (2021) · Journal of Youth and Adolescence · doi:10.1007/s10964-021-01493-1 · Cited by 21

Learning labs in a secondary school in the Netherlands: Effects of teachers' autonomy support on student learning motivation and achievement

Admiraal, W., Post, L. S., Kester, L., Louws, M. L., & Lockhorst, D. (2022) · Educational Studies · doi:10.1080/03055698.2021.2023473 · Cited by 20

Understanding compliance with safe work practices: The role of ‘can‐do’ and ‘reason‐to’ factors

Hu, X., Jimmieson, N. L., & White, K. M. (2022) · Journal of Occupational and Organizational Psychology · doi:10.1111/joop.12382 · Cited by 18

Science utility value intervention for elementary school students: A six-month follow-up study

Shin, D. D., Lee, M., & Bong, M. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.101954 · Cited by 19

Undergraduates’ pSTEM identity and motivation in relation to gender- and race-based perceived representation, stereotyped beliefs, and implicit associations

Starr, C. R., & Leaper, C. (2022) · Group Processes & Intergroup Relations · doi:10.1177/13684302221128235 · Cited by 18

Raising Primary School Boys’ and Girls’ Awareness and Interest in STEM-Related Activities, Subjects, and Careers: An Exploratory Case Study

McMaster, N., Carey, M. D., Martin, D., & Martin, J. (2023) · Journal of New Approaches in Educational Research · doi:10.7821/naer.2023.1.1135 · Cited by 18

Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect

Lin, S., & Muenks, K. M. (2023) · Applied Developmental Science · doi:10.1080/10888691.2023.2177163 · Cited by 22

Would emphasizing the instrumental value of learning help unmotivated students? Large-scale cross-cultural comparisons

Liu, Y., Zheng, X., & Hau, K. (2023) · Personality and Individual Differences · doi:10.1016/j.paid.2023.112148 · Cited by 20

Underrepresented Students in Gifted and Talented Education: Using Positive Psychology to Identify and Serve

Arnstein, K. B., Desmet, O. A., Seward, K., Traynor, A., & Olenchak, F. R. (2023) · Education Sciences · doi:10.3390/educsci13090955 · Cited by 25

A framework for approaching policy-oriented educational psychology research

Kaplan, A. (2023) · Educational Psychologist · doi:10.1080/00461520.2023.2253301 · Cited by 18

Situating cost perceptions: how general cost and motivational regulation predict specific momentary cost dimensions

Kim, Y., Zepeda, C. D., Martin, R. S., & Butler, A. C. (2023) · Educational Psychology · doi:10.1080/01443410.2023.2267806 · Cited by 18

Do my peers have a fixed or growth mindset? Exploring the behaviors associated with undergraduate STEM students’ perceptions of their peers’ mindsets about intelligence

Muenks, K. M., & Yan, Y. (2023) · Motivation and Emotion · doi:10.1007/s11031-023-10049-8 · Cited by 18

Beyond Gender and Race: The Representation of Concealable Identities Among College Science Instructors at Research Institutions

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