Motivating students to learn, 2nd ed.

By J. Brophy. 2004

471 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1307d04b7ed05548f97210eca6fc0875a8aeaa2f

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Citations in the corpus

Academic Motivation and Achievement Among Urban Adolescents (2007, background): “…with a learning goal orientation “encounter difficulties, they are likely to seek help or if necessary to persist with their own self-regulated learning efforts, buoyed by the belief that these efforts are worthwhile and the confidence that they will pay off eventually” (Brophy, 2004, p. 90).”
Teacher Support, Motivation, Learning Strategy Use, and Achievement: A Multilevel Mediation Model (2012, background): “For example, perceived teacher support improves students’ motivational beliefs (Brophy, 2004; Fraser, 1998; Greene et al., 2004; Hardre & Sullivan, 2008; Urdan & Schoenfelder, 2006; Wentzel, 1998).”
A meta-analytic examination of the goal orientation nomological net. (2007, result): “Our results support Brophy’s (2004) suspicion that it is really the APGO dimension that is dysfunctional.”
Influences that undermine learners' perceptions of autonomy, competence and relatedness in an online context (2015, methodology): “The importance of designing tasks that are optimally challenging and the need to provide sufficient and appropriate resources to scaffold learners through the learning tasks have been identified previously (Brophy, 2010).”
Chinese mindset: theories of intelligence, goal orientation and academic achievement in Hong Kong students (2015, background): “…goals have positive and negative correlations with learning outcomes, respectively, whereas performance-approach goals have a negative or no association with learning and academic performance (Brophy, 2004; DeShon & Gillespie, 2005; Harackiewicz & Sansone, 1991; Payne et al., 2007).”
Achievement Goals, Performance Contingencies, and Performance Attainment: An Experimental Test (2005, background): “Specifically, recent reviews of the literature have expressed puzzlement over the inability of mastery goals to facilitate performance to the same degree as performanceapproach goals (Brophy, 2004; Midgley et al., 2001).”
The Relationship between Teacher Immediacy and Student Motivation. (2008, methodology): “For years, researchers have been wrestling with traits of effective teachers (Brophy, 2004; Rosenshine & Furst, 1973).”
Science Motivation Questionnaire: Construct Validation With Nonscience Majors (2009, background): “In particular, motivation to learn refers to the disposition of students to find academic activities relevant and worthwhile and to try to derive the intended benefits from them (Brophy, 2004).”
Academic Goal Orientations, Multiple Goal Profiles, and Friendship Intimacy among Early Adolescents. (2007, unknown): “focused on academic engagement such as cognitive and meta-cognitive strategies, grades, and school-related behavior and aVect (see reviews in Ames, 1992; Anderman & Maehr, 1994; Brophy, 2004; Elliot, 1999; Kaplan, Middleton, Urdan, & Midgley, 2002; Pintrich, 2000a; Urdan, 1997a).”
Engagement and Disaffection in the Classroom: Part of a Larger Motivational Dynamic? (2008, background): “, goal orientations or values) can be incorporated as predictors of engagement and perhaps as alternative pathways through which teachers shape student motivation (Brophy, 2004; Stipek, 2002).”