The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms
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Citations
Cites
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
Self-citationClassrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993) · Educational and Psychological Measurement · doi:10.1177/0013164493053003024 · Cited by 3,646
Self-citationRestructuring the Classroom: Conditions for Productive Small Groups
Cohen, E. G. (1994) · Review of Educational Research · doi:10.3102/00346543064001001 · Cited by 2,120
The development of achievement task values: A theoretical analysis
Wigfield, A., & Eccles, J. S. (1992) · Developmental Review · doi:10.1016/0273-2297(92)90011-p · Cited by 1,717
Expectancy-value theory of achievement motivation: A developmental perspective
Wigfield, A. (1994) · Educational Psychology Review · doi:10.1007/bf02209024 · Cited by 1,305 · cited 8×
“Task value is usually conceptualized as personal characteristics of the individual in expectancy-value models of motivation (Eccles, 1983; Wigfield, 1994).”
BackgroundResultInfluential
Cited by
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Pintrich, P. R. (2004) · Educational Psychology Review · doi:10.1007/s10648-004-0006-x · Cited by 3,269
Self-citationAcademic 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
Promoting General Metacognitive Awareness
Schraw, G. (2001) · Neuropsychology and Cognition · doi:10.1007/978-94-017-2243-8_1 · Cited by 1,245
Student Engagement: What Is It? Why Does It Matter?
Finn, J. D., & Zimmer, K. S. (2012) · Handbook of Research on Student Engagement · doi:10.1007/978-1-4614-2018-7_5 · Cited by 1,139
Promoting general metacognitive awareness
Schraw, G. (1998) · Instructional Science · doi:10.1023/a:1003044231033 · Cited by 1,088
Metadata
- Authors
- Wolters, C. A., & Pintrich, P. R.
- Venue
- Instructional Science
- Published
- 1998-03
- Volume
- 26
- Issue
- 1-2
- Pages
- 27-47
- ISSN
- 0020-4277 (ISSN-L)
- 1573-1952
- OpenAlex
- W1589045660
- Cited by
- 556
- References
- 7
- FWCI
- 9.69
- Type
- journal article
- Language
- en
- Open access
- green
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- Wolters, C. A., & Pintrich, P. R. (1998). Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science. https://doi.org/10.1023/a%3A1003035929216
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.
