The causal ordering of self-concept and academic motivation and its effect on academic achievement

By Jasmine Green, Genevieve F. Nelson, Andrew J. Martin, Herbert W. Marsh. 2006

172 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/100000a9b11fb9083844bb7528fa1fccf2fcb0b6

How researchers see this paper

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

1. Vasiliki Pitsia
2. A. Biggart
3. Anastasios Karakolidis
4. N. Awaludin
5. Shuhaimi Jaafar

Citations in the corpus

• MOTIVATIONAL AND SELF-REGULATED LEARNING COMPONENTS OF CLASSROOM ACADEMIC PERFORMANCE (2014, background): “129 behaviour (Green, 2002). In the context of student motivation, it’s can be defined as a student willingness to exert effort and their encouragement into learning engagement and persistence (Wolter, 1998). Pintrich and De Groot (1990) specifically defined student motivation as motivational belief”
• The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “However, there is a paucity of studies that simultaneously examine the relationships between non-cognitive variables and academic achievement through multilevel analyses, highlighting a weakness among existing research (Green, Nelson, Martin, & Marsh, 2006; Snijders & Bosker, 2012).”