The DOI matches its Crossref record; 58 of the 63 references it cites were found in a registry or an index.
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
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
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
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Perceived self-efficacy in cognitive development and functioning
Bandura, A. (1993) · Educational Psychologist · doi:10.1207/s15326985ep2802_3 · Cited by 7,655
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
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Motivation in Education: Theory, Research, and Applications
Pintrich, P. R., & Schunk, D. H. (1995) · Cited by 5,724
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
Expectancies, values and academic behaviors
Eccles, J. S. (1983) · Publication Server of Goethe University Frankfurt am Main (Goethe University Frankfurt) · Cited by 3,901
Self-Regulated Learning and Academic Achievement: An Overview
Zimmerman, B. J. (1990) · Educational Psychologist · doi:10.1207/s15326985ep2501_2 · Cited by 3,687
Research works printed but not linked: 3
- Corno, 1999, A design theory for classroom instruction in self-regulated learning?, vol. 2, 293
- Meece, 1991, The classroom context and students’ motivational goals, vol. 7, 261
- Pintrich, 1991, Student goal orientation and self-regulation in the college classroom, vol. 7, 371
Cited by
Sorted by citations
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.
Wolters, C. A. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3804_1 · Cited by 975
“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.”
BackgroundMethodInfluentialSelf-citationSelf-regulated learning: the educational legacy of Paul R. Pintrich.
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
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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