Motivation To Learn

By D. Stipek. 2001

491 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/054f0e2744041959bbd8401ba2c346a54d823842

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Exploring the effects of project-based learning in secondary mathematics education (2016, background): “, social or classroom), anxiety in learning is commonly referred to as test anxiety (Stipek, 2002) and has two elements, cognitive and emotional (Stipek, 2002; VanderStoep, 2008).”
The impact of teacher -student interaction on student motivation and achievement (2009, background): “3 A student wants to feel connected to people and to feel as though he or she deserves to be loved and respected (Stipek, 2002).”
Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis (2014, background): “…they may readily view suggestions and directives from their teachers in a benevolent light given that student–teacher relationships are typically close and supportive at this level of schooling (Eccles & Wigfield, 2000; Feldlaufer, Midgley, & Eccles, 1988; Midgley et al., 1995; Stipek, 2002).”
Psychological Processes Underlying Stereotype Threat and Standardized Math Test Performance (2005, background): “The notion that individual perceptions of self and context lead to differential trajectories of cognitive engagement, affect, and performance is the essence of an achievement goal theory of motivation (Brophy, 1999; Covington, 1992; Eccles, Wigfield, & Schiefele, 1998; Maehr & Meyer, 1997; Pintrich ”
Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning. (2014, background): “students who remain in school are not motivated or inspired either, and the more time students spend in K-12 education the worse it gets (Eccles et al., 1998; Stipek, 2004).”
A Motivational View of Constructivist‐informed Teaching (2005, background): “The level of challenge presented by a task will vary from student to student according to their capabilities, but Stipek (2002) argued that these differences can be compensated for by allowing students to work at their own pace some of the time, or setting extension work for early finishers.”