The DOI matches its Crossref record; 53 of the 53 references it cites were found in a registry or an index.
Achievement motivation theory: Balancing precision and utility
Abstract
Abstract The articles in this special issue review the impressive bodies of research that have been generated from achievement motivation theories, emphasizing developments over the past 20 years. In this commentary, I first discuss some of the most noteworthy contributions that have emerged from each of the theories. I then discuss the extent to which there are commonalities across theories; I point out that whereas there is some overlap, this overlap allows for precision in research, but also at times leads to confusion for practitioners and policymakers. Finally, I discuss the degree of alignment between current motivation theory and contemporary education policy and practice. Motivation researchers are examining some important contemporary practice- and policy-related issues; nevertheless, this research has not been systematic across theories.
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Citations
Cites
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: the exercise of control
(1997) · Choice Reviews Online · doi:10.5860/choice.35-1826 · Cited by 24,281
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
Ryan, R. M., & Deci, E. L. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101860 · Cited by 6,037
Handbook of Competence and Motivation
Elliot, A. J., & Dweck, C. S. (2013) · Cited by 4,671
Handbook of Research on Student Engagement
(2012) · doi:10.1007/978-1-4614-2018-7 · Cited by 3,050
Motivation and social cognitive theory
Schunk, D. H., & DiBenedetto, M. K. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101832 · Cited by 2,416
Eccles, J. S., & Wigfield, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101859 · Cited by 2,368
Academic Self-Concept and Self-Efficacy: How Different Are They Really?
Bong, M., & Skaalvik, E. M. (2003) · Educational Psychology Review · doi:10.1023/a:1021302408382 · Cited by 1,994
Motivating the Academically Unmotivated: A Critical Issue for the 21st Century
Hidi, S., & Harackiewicz, J. M. (2000) · Review of Educational Research · doi:10.3102/00346543070002151 · Cited by 1,689
Cited by
Ryan, R. M., & Deci, E. L. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101860 · Cited by 6,037
Eccles, J. S., & Wigfield, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101859 · Cited by 2,368
The origins, evolution, and future directions of achievement goal theory
Urdan, T., & Kaplan, A. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101862 · Cited by 391
An attributional theory of motivation
Graham, S. (2020) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2020.101861 · Cited by 341
Theories of Motivation in Education: an Integrative Framework
Urhahne, D., & Wijnia, L. (2023) · Educational Psychology Review · doi:10.1007/s10648-023-09767-9 · Cited by 292
Metadata
- Authors
- Anderman, E. M.
- Venue
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Published
- 2020-04
- Volume
- 61
- Pages
- 101864
- ISSN
- 0361-476X (ISSN-L)
- OpenAlex
- W3017238574
- Cited by
- 283
- References
- 53
- FWCI
- 45.57
- Type
- journal article
- Language
- en
- Open access
- closed
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