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The relation between students’ motivational beliefs and their use of motivational regulation strategies
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“Accordingly, motivation regulation strategies are task-specific (e.g., Donker et al. 2014) because they always focus on a particular motivational problem (Wolters and Rosenthal 2000).”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Wolters and Rosenthal 2000
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Handbook of Self-Regulation of Learning and Performance
(2017) · Routledge eBooks · doi:10.4324/9781315697048 · Cited by 1,977
Regulation of motivation: evaluating an underemphasized aspect of self-regulated learning.
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“Wolters and Rosenthal (2000) also found that eighth-grade students who reported using interest enhancement strategies more often tended to report greater value for academic tasks and a stronger focus on learning goals.”
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Schunk, D. H. (2005) · Educational Psychologist · doi:10.1207/s15326985ep4002_3 · Cited by 678
“Wolters and Rosenthal (2000) also found that performance goals related to adaptive motivational regulation strategies.”
BackgroundHow Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?
Boekaerts, M., & Cascallar, E. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9013-4 · Cited by 583
“In addition, they must also have access to volitional strategies (Corno, 2001; Wolters & Rosenthal, 2000) to comply with social expectations and rules (e.g., being a responsible learner, being a friendly and broad minded group member; living up to the teacher’s expectations) and deal with obstacles…”
BackgroundHuang, C. (2011) · Journal of Educational Psychology · doi:10.1037/a0026223 · Cited by 361
Assessing Academic Self-Regulated Learning
Wolters, C. A., Pintrich, P. R., & Karabenick, S. A. (2006) · Springer eBooks · doi:10.1007/0-387-23823-9_16 · Cited by 323
“The items developed from these studies were refined and used in several additional studies examining regulation of motivation within junior high school ( Wolters & Rosenthal, 2000 ), high school (Wolters, 1999b), and college students (Wolters, 2001).”
BackgroundMethodResultInfluentialSelf-citationRegulation of Motivation: Contextual and Social Aspects
Wolters, C. A. (2011) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811111300202 · Cited by 295
Self-citationAssessing and Predicting College Students’ Use of Strategies for the Self-Regulation of Motivation
Wolters, C. A., & Benzon, M. B. (2013) · The Journal of Experimental Education · doi:10.1080/00220973.2012.699901 · Cited by 328
“…these strategies are consistent with the original study of college students (Wolters, 1998) and other studies using similar items with German university students (Schwinger et al., 2007) and samples of younger adolescents (Schwinger et al., 2009; Wolters, 1999b; Wolters & Rosenthal, 2000).”
BackgroundMethodResultInfluentialSelf-citationJärvelä, S., & Järvenoja, H. (2011) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811111300205 · Cited by 294
“There are research findings explaining what students might use to regulate motivation and emotion (e.g., Wolters & Rosenthal, 2000), but what is still missing is how students’ actual use of specific strategies for regulating motivation calibrate to their use of strategies (cf. Winne & JamiesonNoel,…”
BackgroundSchwinger, M., Steinmayr, R., & Spinath, B. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.08.006 · Cited by 241
Application of Structural Equation Modeling in Educational Research and Practice
Teo, T., Tsai, L. T., & Yang, C. C. (2013) · SensePublishers eBooks · doi:10.1007/978-94-6209-332-4 · Cited by 250
The Role of Metamotivational Monitoring in Motivation Regulation
Miele, D. B., & Scholer, A. A. (2017) · Educational Psychologist · doi:10.1080/00461520.2017.1371601 · Cited by 241
“E in Figure 1; for support, see Sansone, Weir, Harpster, & Morgan; 1992; Sansone, Wiebe, & Morgan, 1999; Smit et al., 2017; Wolters & Benzon, 2013; Wolters & Hussain, 2015; Wolters & Rosenthal, 2000).”
A Self-regulated Learning Perspective on Student Engagement
Wolters, C. A., & Taylor, D. J. (2012) · Springer eBooks · doi:10.1007/978-1-4614-2018-7_30 · Cited by 215
Self-citationSansone, C., & Smith, J. L. (2000) · Elsevier eBooks · doi:10.1016/b978-012619070-0/50034-9 · Cited by 206
Theorising student engagement in higher education
Kahn, P. E. (2014) · British Educational Research Journal · doi:10.1002/berj.3121 · Cited by 197
Understanding the dynamics of motivation in socially shared learning
Järvelä, S., Järvenoja, H., & Veermans, M. (2008) · International Journal of Educational Research · doi:10.1016/j.ijer.2007.11.012 · Cited by 184
“Many studies have reported on university students’ regulation of effort and persistence in academic tasks (Zimmerman & Martinez-Pons, 1990), interest regulation (Sansone, Weir, Harpster, & Morgan, 1992), or regulation of goals (Wolters & Rosenthal, 2000).”
BackgroundVelayutham, S., Aldridge, J. M., & Fraser, B. J. (2011) · International Journal of Science Education · doi:10.1080/09500693.2010.541529 · Cited by 189
“Wolters and Rosenthal (2000) suggest that, theoretically, students who are convinced that their learning activity is important, interesting, and useful are more inclined to expend greater effort and persist longer towards completing an activity.”
BackgroundTeng, L. S. (2021) · Language Teaching Research · doi:10.1177/13621688211006881 · Cited by 179
“The factor had a strong predictive power on goal-oriented monitoring, revealing that self-efficacy in metacognitive monitoring and evaluation is closely linked to task-related learning goals (Wolters & Rosenthal, 2000).”
BackgroundUnderstanding Students' Affective Processes in the Classroom
Boekaerts, M. (2007) · Elsevier eBooks · doi:10.1016/b978-012372545-5/50004-6 · Cited by 167
Exploring first‐year academic achievement through structural equation modelling
McKenzie, K., Gow, K. M., & Schweitzer, R. (2004) · Higher Education Research & Development · doi:10.1080/0729436032000168513 · Cited by 151
“Self-regulation is now seen as a vital ingredient to performance in educational settings (Zimmerman, 1990a, b, 2000); Wolters & Rosenthal, 2000).”
BackgroundChow, A., Eccles, J., & Salmela-Aro, K. (2012) · Developmental Psychology · doi:10.1037/a0030194 · Cited by 144
“It is common for researchers to employ a combination of intrinsic, attainment, and utility values to indicate STVs, but to not include cost in these measures (e.g., Bong, 2001; Cole, Bergin, & Whittaker, 2008; Durik, Vida, & Eccles, 2006; Liem, Lau, & Nie, 2008; Wolters & Rosenthal, 2000).”
Velayutham, S., & Aldridge, J. M. (2012) · Research in Science Education · doi:10.1007/s11165-011-9273-y · Cited by 135
Trautner, M., & Schwinger, M. (2020) · Learning and Individual Differences · doi:10.1016/j.lindif.2020.101890 · Cited by 169
Not all roads lead to Rome — Comparing different types of motivational regulation profiles
Schwinger, M., Steinmayr, R., & Spinath, B. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.12.006 · Cited by 110
Dinçer, S., & Doğanay, A. (2017) · Computers & Education · doi:10.1016/j.compedu.2017.04.005 · Cited by 120
Anderman, E. M., Sinatra, G. M., & Gray, D. L. (2012) · Studies in Science Education · doi:10.1080/03057267.2012.655038 · Cited by 114
“Research indicates that adolescents are capable of engaging in self-regulatory strategies (e.g., Wolters & Rosenthal, 2000) and that instruction can be tailored to enhance self-regulation (Bednall & James-Kehoe, 2011).”
BackgroundTransfer of metacognitive skills in self-regulated learning: an experimental training study
Schuster, C., Stebner, F., Leutner, D., & Wirth, J. (2020) · Metacognition and Learning · doi:10.1007/s11409-020-09237-5 · Cited by 105
Self‐Regulation and Effort Investment
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“…by Zimmerman & Martinez-Pons (1990) for fifth-grade, ninthgrade and eleventh-grade students for, among others, EC and SC; by Wolters and Benzon (2013) for college students for all strategies except IE; and by Wolters and Rosenthal (2000), for eight-grade students for all strategies except SC.”
BackgroundResultInfluentialWhy college students procrastinate in online courses: A self-regulated learning perspective
Cheng, S.-L., & Xie, K. (2021) · The Internet and Higher Education · doi:10.1016/j.iheduc.2021.100807 · Cited by 93
Velayutham, S., Aldridge, J. M., & Fraser, B. J. (2012) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-012-9339-y · Cited by 100
Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences
Pantziara, M., & Philippou, G. (2014) · International Journal of Science and Mathematics Education · doi:10.1007/s10763-013-9502-0 · Cited by 100
Lai, Y., Saab, N., & Admiraal, W. (2022) · Education and Information Technologies : Official Journal of the IFIP technical committee on Education · doi:10.1007/s10639-022-10945-5 · Cited by 80
“However, although using mobile technology can motivate self-directed learners to learn, it is temporary, and learners are easily distracted, interrupted (Crescente & Lee, 2011; Kacetl & Klímová, 2019; Wolters & Rosenthal, 2000).”
BackgroundThe Effect of Motivation on Student Achievement
Özen, S. O. (2017) · Springer eBooks · doi:10.1007/978-3-319-56083-0_3 · Cited by 79
Using Science Songs to Enhance Learning: An Interdisciplinary Approach
Crowther, G. J. (2012) · CBE—Life Sciences Education · doi:10.1187/cbe.11-08-0068 · Cited by 78
“To the extent that music makes homework more fun, it may cause students to devote more time to this homework (Wolters and Rosenthal, 2000).”
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“For example, high achievers often apply consequences for themselves as a way to evaluate and monitor their own progress (Wolters & Rosenthal, 2000).”
BackgroundMotives to Self-Regulate Learning: A Social Cognitive Account
Zimmerman, B. J., & Cleary, T. J. (2009) · doi:10.4324/9780203879498-18 · Cited by 76
Development and validation of the brief regulation of motivation scale
Kim, Y., Brady, A. C., & Wolters, C. A. (2018) · Learning and Individual Differences · doi:10.1016/j.lindif.2017.12.010 · Cited by 86
Self-citationLin, T., Deng, F., Chai, C. S., & Tsai, C. (2012) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2012.01.007 · Cited by 72
Yılmaz, H., & Çavaş, P. (2007) · DergiPark (Istanbul University) · Cited by 67
Quantity and quality of motivational regulation among university students
Engelschalk, T., Steuer, G., & Dresel, M. (2017) · Educational Psychology · doi:10.1080/01443410.2017.1322177 · Cited by 66
“…research into motivational regulation has focused on the extent of strategy application, particularly with regard to relationships with distal aspects of learning processes such as general effort and achievement (e.g. Schwinger et al., 2009, 2012; Wolters, 1998, 1999; Wolters & Rosenthal, 2000).”
BackgroundDermitzaki, I., Leondari, A., & Γούδας, Μ. (2008) · Learning and Instruction · doi:10.1016/j.learninstruc.2008.03.002 · Cited by 66
Yıldızlı, H., & Şaban, A. (2016) · Cogent Education · doi:10.1080/2331186x.2016.1212456 · Cited by 66
“Motivational beliefs are among the most critical factors affecting academic achievement because they impact an individual’s dedication on the task and persistence on accomplishing it (Wolters & Rosenthal, 2000).”
BackgroundDebriefing for the Transfer of Learning: The Importance of Context
Rivière, É., Jaffrelot, M., Jouquan, J., & Chiniara, G. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002612 · Cited by 78
Improving student expectations of learning in a problem-based environment
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“…literature are interest, curiosity, initiatives and high levels of students’ activation, autonomous work, persistence in the face of difficulties, and maintaining self-motivation toward the task at hand (Kuyper, van der Werf, & Lubbers, 2000; Sansone & Thoman, 2005; Wolters & Rosenthal, 2000).”
BackgroundLearners' developing knowledge of strategies for regulating motivation
Cooper, C. A., & Corpus, J. H. (2009) · Journal of Applied Developmental Psychology · doi:10.1016/j.appdev.2008.12.032 · Cited by 61
“Self^ consequating refers to the self^ administration of rewards for task completion, or punishments for lack of completion, in an effort to maintain or increase motivation (Dembo & Eaton, 2000; Kuhl, 1985; Wolters, 1999, 2003; Wolters & Rosenthal, 2000; Zimmerman & Martinez- ^ Pons, 1986).”
BackgroundMethodInfluentialLearning, performance and improvement
Watkins, C. (2010) · Cited by 58
Achievement goals, motivational self-talk, and academic engagement among Chinese students
Wang, C., Shim, S. S., & Wolters, C. A. (2017) · Asia Pacific Education Review · doi:10.1007/s12564-017-9495-4 · Cited by 64
“For example, two extant studies have examined the relationships between achievement goals and motivational self-talk (Wolters and Benzon 2013; Wolters and Rosenthal 2000).”
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Au, E. W. M. (2014) · Anxiety Stress & Coping · doi:10.1080/10615806.2014.976761 · Cited by 52
Metamotivation: Emerging research on the regulation of motivational states
Miele, D. B., Scholer, A. A., & Fujita, K. (2020) · Advances in motivation science · doi:10.1016/bs.adms.2019.10.001 · Cited by 57
Hadwin, A. F., & Järvelä, S. (2011) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811111300201 · Cited by 55
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“It has been found that motivational beliefs (e.g. self-efficacy) predicted the use of self-regulatory strategies in academic contexts (Wolters, 1999; Wolters & Pintrich, 1998; Wolters & Rosenthal, 2000).”
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“In alignment with the findings from the previous studies (Schwinger and Stiensmeier-Pelster 2012; Wolters 1999; Wolters and Rosenthal 2000), the results of this study revealed that the students who use goal orientation strategies including mastery self-talk and performance approach self-talk…”
BackgroundResultBartels, J. M., Magun-Jackson, S., & Kemp, A. D. (2017) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v7i18.1370 · Cited by 45
“…strategies and cognitive self-regulated learning strategies or strategies aimed at facilitating the processing of to-be-learned material (Bembe-nutty, 1999; Garcia, McCann, Turner, & Roska, 1998; McCann & Turner, 2004; Wolters, 1998; Wolters, 1999; Wolters, 2004; Wolters & Rosenthal, 2000).”
ResultÜniversite Öğrencilerinin Başarı Odaklı Motivasyon Düzeyleri
Ergin, A., & Karataş, H. (2018) · Hacettepe University Journal of Education · doi:10.16986/huje.2018036646 · Cited by 41
Online self‐regulated learning and academic procrastination: A moderated mediation model
Ma, M., Li, M., Wang, Q., Qiu, A., & Wang, T. (2022) · Psychology in the Schools · doi:10.1002/pits.22730 · Cited by 52
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“It was also found that performance goal orientation negatively correlates with strategy of mastery (r = -0.44, p 0.001), interest enhancement (r = -0.19, p 0.05) and environmental control (r = -0.29, p 0.001) (Wolters & Rosenthal, 2000).”
InfluentialSelf-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review
Fernández-Ortube, A., Panadero, E., & Dignath, C. (2024) · Educational Psychology Review · doi:10.1007/s10648-024-09919-5 · Cited by 66
“…this finding, in pedagogical contexts, effects below d = 0.4 can be regarded as the consequence of traditional education and teachers’ actions, while only values above d = 0.4 represent meaningful deviations that go beyond the effects of everyday teaching (Hattie, 2008; Rosenthal & Wolters, 2000).”
InfluentialRealising creativity in management education: Putting student energy into action
Sunley, R., Harding, L., & Jones, J. (2019) · The International Journal of Management Education · doi:10.1016/j.ijme.2019.02.007 · Cited by 42
Can Motivational Regulation Counteract the Effects of Boredom on Academic Achievement?
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Motivação e Autorregulação da Motivação no Contexto Educativo
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Self- regulation and motivation in computer- supported collaborative learning environments
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Byman, R., & Kansanen, P. (2008) · Scandinavian Journal of Educational Research · doi:10.1080/00313830802497224 · Cited by 44
“Several studies (e.g. Wolters & Rosenthal, 2000) have also shown that students use different strategies to regulate their motivation.”
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Mathematics Self-efficacy, Self-concept and Anxiety Among 9 th Grade Students in Latvia
Briede, L. (2014) · Procedia - Social and Behavioral Sciences · doi:10.1016/j.sbspro.2014.01.636 · Cited by 35
Sansone, C., Thoman, D. B., & Smith, J. L. (2010) · Wiley eBooks · doi:10.1002/9781444318111.ch9 · Cited by 38
Diseño y validación de un cuestionario de gestión motivacional
Cabanach, R. G., Valle, A., Gerpe, M. G., Rodríguez, S., Piñeiro, I., & Rosário, P. J. S. L. F. (2009) · Communities in ADDI (Universidad del Pais Vasco) · doi:10.1387/revpsicodidact.249 · Cited by 34
Predicting Mathematical Performance: The Effect of Cognitive Processes and Self-Regulation Factors
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“, [14–16]) argued that students also need their motivation for learning and effort investment, motivation strategies [17, 18] and volitional strategies [74, 75] to comply with social rules and expectations and deal with obstacles en route to the learning goal.”
BackgroundSantoso, H. B., Riyanti, R. D., Prastati, T., Triatmoko, F. A., Susanty, A., & Yang, M. (2022) · Education Sciences · doi:10.3390/educsci12070469 · Cited by 50
Aspectos motivacionales, volitivos y metacognitivos del aprendizaje autorregulado
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Artırılmış Gerçekliğin Fen Eğitiminde Kullanımının Tutum ve Motivasyona Etkisi
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Learning environments matter: Identifying influences on the motivation to learn science
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“Students’ perceptions of the value of science learning are directly linked to the effort and tenacity exhibited by the students (Wolters & Rosenthal, 2000).”
BackgroundExploring Undergraduate Students’ Motivation-regulation Strategies in Thesis Writing
Diasti, K. S., & Mbato, C. L. (2020) · Language Circle Journal of Language and Literature · doi:10.15294/lc.v14i2.23450 · Cited by 29
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Self-citationCapacidad predictiva de las variables cognitivo-motivacionales sobre el rendimiento académico
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“Meanwhile, Wolters & Rosenthal (2000) stated that students with high selfefficacy have good self-regulated learning in their daily lives.”
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Cheng, X. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1035223 · Cited by 59
Güvendir, M. A. (2016) · International Journal for Mathematics Teaching and Learning · doi:10.4256/ijmtl.v17i1.9 · Cited by 27
“Students who have high motivation take education more seriously, participate in classroom activities, consider teachers’ recommendations, and have higher academic achievement scores (Pajares and Schunk, 2001; Wolters and Rosenthal, 2000).”
BackgroundFeedforward‐ or feedback‐based group regulation guidance in collaborative groups
Durak, H. Y. (2023) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12887 · Cited by 29
Zhang, Y., & Dong, L. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.938346 · Cited by 25
“As such, our findings provide additional evidence supporting the previously observed relationship between maladaptive learning outcomes and performance self-talk (Wolters, 1998; Wolters and Rosenthal, 2000; Fritea and Fritea, 2013; Teng and Zhang, 2016a).”
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An Analysis of Undergraduates’ Study Skills
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“It can be said that the students with high motivation are more eager to participate in class activities and make more effort than those with low motivation (Wolters & Rosenthal, 2000).”
Backgroundİlköğretim Öğrencilerinin Fen Öğrenmeye Yönelik Motivasyonlarını Etkileyen Faktörlerin Belirlenmesi
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Umemoto, T., Ito, T., & Tanaka, K. (2016) · The Japanese journal of psychology · doi:10.4992/jjpsy.87.15020 · Cited by 24
Tasdelen, O., & Bodemer, D. (2025) · International Journal of Artificial Intelligence in Education · doi:10.1007/s40593-025-00491-9 · Cited by 32
“This has the potential to influence self-regulatory behavior (Wolters & Rosenthal, 2000).”
Öğretim Materyali’ne İlişkin Motivasyon Ölçeği (ÖMMÖ) Türkçe Uyarlama Çalışması
Dinçer, S., & Doğanay, A. (2016) · İlköğretim Online · doi:10.17051/io.2016.19056 · Cited by 25
The operating mechanisms of self-efficacy and peer feedback: An exploration of L2 young writers
Kong, A., & Teng, M. F. (2020) · Applied Linguistics Review · doi:10.1515/applirev-2020-0019 · Cited by 26
Özgür, S. D., & Yılmaz, A. (2017) · Journal of Baltic Science Education · doi:10.33225/jbse/17.16.994 · Cited by 23
Kahyaoglu, & Mustafa, M. (2013) · Educational Research Review · doi:10.5897/err2013.1415 · Cited by 22
“Students who have high motivation tend to show more effort and determination inclass activities and tasks compared to students who have low motivation (Wolters and Rosenthal, 2000).”
BackgroundRelationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning
Ariani, D. W. (2017) · Asian Social Science · doi:10.5539/ass.v13n9p63 · Cited by 25
“Students who convinced that the learning activities is important, appealing, and useful tend to be more engaged cognitively to learn, put in greater effort, and more persistent in completing the task of learning (Wolters & Rosenthal, 2000; Schunk & Zimmerman, 2007).”
BackgroundADULT LEARNERS' MOTIVATION IN SELF-DIRECTED E-LEARNING
Kim, K. (2010) · IUScholarWorks (Indiana University) · Cited by 20
Alfulaila, N., Haryadi, H., Sudrajat, A., & Nashrullah, N. (2019) · Jurnal Cakrawala Pendidikan · doi:10.21831/cp.v38i2.23440 · Cited by 19
Ateş, H., & KIRMIZIGÜL, A. S. (2015) · International Journal of Higher Education · doi:10.5430/ijhe.v4n3p90 · Cited by 19
“…students with high self-efficacy and motivation toward biology have more success in academic activities such as active participation in class, asking questions, and taking note of the recommendations provided by the instructor (Pajares, 1996; Schunk & Pajares, 2001; Wolters & Rosenthal, 2000).”
Background
Metadata
- Authors
- Wolters, C. A., & Rosenthal, H.
- Affiliations
- University of Houston (US)
- ORCID
- Wolters, C.A
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2000-01
- Volume
- 33
- Issue
- 7-8
- Pages
- 801-820
- ISSN
- 0883-0355 (ISSN-L)
- OpenAlex
- W1978335170
- Cited by
- 326
- References
- 63
- Citations by year
- 2026: 8 · 2025: 8 · 2024: 15 · 2023: 16 · 2022: 21 · 2021: 25 · 2020: 20 · 2019: 16 · 2018: 11 · 2017: 32 · 2016: 25 · 2015: 10 · 2014: 16 · 2013: 18 · 2012: 25
- FWCI
- 2.16
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Educational Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Keywords
- motivational beliefs, motivational regulation strategies, task value, self-efficacy, learning orientation, performance goal orientation, environmental control, self-regulation, junior high school students
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