The DOI matches its Crossref record; 36 of the 36 references it cites were found in a registry or an index.
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
Abstract
A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.
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Cites
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Cited by
A Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915
“In further research (Boekaerts et al., 2003; Boekaerts, 2007), it was found that outcome assessments after doing homework were positively influenced by both competence and value appraisals.”
BackgroundSkinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009) · Educational and Psychological Measurement · doi:10.1177/0013164408323233 · Cited by 1,587
Professional competence of teachers: Effects on instructional quality and student development.
Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013) · Journal of Educational Psychology · doi:10.1037/a0032583 · Cited by 1,553
Self-regulation in the classroom: a perspective on assessment and intervention.
Boekaerts, M., & Corno, L. (2005) · Applied Psychology · doi:10.1111/j.1464-0597.2005.00205.x · Cited by 1,479
Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016) · Review of Educational Research · doi:10.3102/0034654315582065 · Cited by 1,274
Metadata
- Authors
- Pintrich, P. R.
- Venue
- Journal of Educational Psychology
- Published
- 2003-12
- Volume
- 95
- Issue
- 4
- Pages
- 667-686
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2104264329
- Cited by
- 3,047
- References
- 36
- FWCI
- 40.77
- Type
- journal article
- Language
- en
- Open access
- closed
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- Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.95.4.667
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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.
