The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
The Value (and Convergence) of Practices Suggested by Motivation Research and Promoted by Mathematics Education Reformers
Abstract
In this study we discuss convergence between instructional practices suggested by research on achievement motivation and practices promoted in the mathematics instruction reform literature, and we assess associations among instructional practices, motivation, and learning of fractions. Participants included 624 fourth- through sixth-grade students and their 24 teachers. Results indicated that the instructional practices suggested in literature in both research areas positively affected students' motivation (e.g., focus on learning and understanding; positive emotions, such as pride in accomplishments; enjoyment) and conceptual learning related to fractions. Positive student motivation was associated with increased skills related to fractions
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Motivational processes affecting learning.
Dweck, C. S. (1986) · American Psychologist · doi:10.1037/0003-066x.41.10.1040 · Cited by 6,971
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
The support of autonomy and the control of behavior.
Deci, E. L., & Ryan, R. M. (1987) · Journal of Personality and Social Psychology · doi:10.1037//0022-3514.53.6.1024 · Cited by 3,242
Cited by
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007) · Child Development · doi:10.1111/j.1467-8624.2007.00995.x · Cited by 3,784
Seidel, T., & Shavelson, R. J. (2007) · Review of Educational Research · doi:10.3102/0034654307310317 · Cited by 1,259
Engle, R. A., & Conant, F. R. (2002) · Cognition and Instruction · doi:10.1207/s1532690xci2004_1 · Cited by 1,161
Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts
Meyer, D. K., & Turner, J. C. (2006) · Educational Psychology Review · doi:10.1007/s10648-006-9032-1 · Cited by 479
Exploratory Orientation as an Educational Goal
Flum, H., & Kaplan, A. (2006) · Educational Psychologist · doi:10.1207/s15326985ep4102_3 · Cited by 213
Metadata
- Authors
- Stipek, D., Salmon, J. M., Givvin, K. B., Kazemi, E., Saxe, G., & MacGyvers, V. L.
- Venue
- Journal for Research in Mathematics Education
- Published
- 1998-07
- Volume
- 29
- Issue
- 4
- Pages
- 465-488
- ISSN
- 0021-8251 (ISSN-L)
- 1945-2306
- OpenAlex
- W1526530243
- Cited by
- 165
- References
- 3
- FWCI
- 5.93
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
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.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: The Value (and Convergence) of Practices Suggested by Motivation Research and Promoted by Mathematics Education Reformers. https://app.cochat.ai/papers/10.5951/jresematheduc.29.4.0465
- The paper
- Stipek, D., Salmon, J. M., Givvin, K. B., Kazemi, E., Saxe, G., & MacGyvers, V. L. (1998). The Value (and Convergence) of Practices Suggested by Motivation Research and Promoted by Mathematics Education Reformers. Journal for Research in Mathematics Education. https://doi.org/10.5951/jresematheduc.29.4.0465
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.
