The DOI matches its Crossref record; 62 of the 62 references it cites were found in a registry or an index.
The importance of motivation as a predictor of school achievement
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Citations
Cites
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: Toward a unifying theory of behavioral change
Bandura, A. (1978) · Advances in Behaviour Research and Therapy · doi:10.1016/0146-6402(78)90002-4 · Cited by 10,586
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Attitude-behavior relations: A theoretical analysis and review of empirical research
Ajzen, I., & Fishbein, M. (1977) · Psychological Bulletin · doi:10.1037/0033-2909.84.5.888 · Cited by 7,611
Motivational beliefs, values, and goals
Eccles, J. S., & Wigfield, A. (2002) · Annual Review of Psychology · doi:10.1146/annurev.psych.53.100901.135153 · Cited by 7,587
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
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
(1988) · Cited by 6,825
Handbook of educational psychology
(1997) · Choice Reviews Online · doi:10.5860/choice.34-3084 · Cited by 4,825
Self-concept: validation of construct interpretations.
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976) · Review of Educational Research · doi:10.3102/00346543046003407 · Cited by 4,164
Cited by
Cragg, L., & Gilmore, C. (2014) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2013.12.001 · Cited by 577
Cortés Pascual, A., Moyano Muñoz, N., & Quílez Robres, A. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01582 · Cited by 540
Intelligence and school grades: A meta-analysis
Roth, B., Becker, N., Romeyke, S., Schäfer, S., Domnick, F., & Spinath, F. M. (2015) · Intelligence · doi:10.1016/j.intell.2015.09.002 · Cited by 531
COVID-19 and E-Learning: the Challenges of Students in Tertiary Institutions
Aboagye, E., Yawson, J. A., & Appiah, K. N. (2020) · Social Education Research · doi:10.37256/ser.212021422 · Cited by 444
Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.01730 · Cited by 389
Self-citation
Metadata
- Authors
- Steinmayr, R., & Spinath, B.
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2009-01
- Volume
- 19
- Issue
- 1
- Pages
- 80-90
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W2073724104
- Cited by
- 591
- References
- 62
- FWCI
- 16.51
- Type
- journal article
- Language
- en
- Open access
- closed
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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- The paper
- Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2008.05.004
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
