Math and science motivation: A longitudinal examination of the links between choices and beliefs.
By S. Simpkins, P. Davis‐Kean, Jacquelynne S. Eccles. Developmental Psychology, 2006
860 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/0d10f2efad55f6669376058b17bf00017e704aa4
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Citations in the corpus
- More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. (2020, background): “Many researchers have shown that students’ competence-related beliefs and task values predict their performance and course-taking in STEM fields (e.g., Meece, Wigfield, & Eccles, 1990; Musu-Gillette, Wigfield, Harring, & Eccles, 2015; Simpkins et al., 2006).”
- Out-of-School Time Science Activities and Their Association with Career Interest in STEM (2012, background): “All of these studies impress upon the reader that structured OST has the ability to impact motivation, interest, academic achievement, and career choice (Atwater, Colson, & Simpson, 1999 ; Falk, 2006 ; Gibson & Chase, 2002 ; Simpkins, Davis-Kean, & Eccles, 2006 ; Stake & Mare, 2005 ).”
- Young Children's Aspirations in Science: The unequivocal, the uncertain and the unthinkable (2013, background): “, 2004), by self-perceptions or self-concept (e.g. Andre et al., 1999; Bandura et al., 2001; Haussler & Hoffmann, 2002; Simpkins et al., 2006; Vidal Rodeiro, 2007), which can in turn be influenced by recognition of ability by others and encouragement (e.”
- What if I can’t? Success expectancies moderate the effects of utility value information on situational interest and performance (2015, background): “Perceptions of utility value tend to be strongly correlated with reports of task interest and enjoyment (e.g., Eccles and Wigfield 1995; Hulleman et al. 2008; Simpkins et al. 2006) and related to continued engagement in domains.”