Motivation Interventions in Education

By R. Lazowski, Chris S. Hulleman. 2016

436 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/17330f3bf978d3ce9fc6f791592ff52979ca6e16

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. Allan Wigfield
2. Richard M. Ryan
3. Chris S. Hulleman
4. Maarten Vansteenkiste
5. Edward L. Deci
6. K. Barron
7. Jeff J. Kosovich
8. E. Rosenzweig

In Safety Research

1. Richard M. Ryan
2. Allan Wigfield
3. Edward L. Deci
4. Maarten Vansteenkiste
5. E. Rosenzweig
6. Chris S. Hulleman
7. Robert J. Vallerand
8. K. Barron

In Social Psychology

1. Allan Wigfield
2. Maarten Vansteenkiste
3. Richard M. Ryan
4. Edward L. Deci
5. Chris S. Hulleman
6. A. Elliot
7. Bart Soenens
8. W. Lens

Citations in the corpus

• A Meta-Analytic Review of the Relations Between Motivation and Reading Achievement for K–12 Students (2020, background): “Lazowski and Hulleman (2016) conducted a meta-analytic review of educational interventions that experimentally manipulated motivation in kindergarten through postsecondary settings.”
• Relevance for Learning and Motivation in Education (2018, background): “…from such interventions were promising, showing positive effects on academic achievement and motivation (for reviews, see Karabenick & Urdan, 2014; Lazowski & Hulleman, 2016); however, some recent attempts to apply these interventions in different contexts have produced null and even negative…”
• Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2019, background): “Identifying and nurturing achievement- and ability-related beliefs has become one basis for interventions aimed at supporting both student learning and motivation (e.g., Hulleman & Baron, 2015).”
• STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “Extant reviews of motivation intervention work (e.g., Karabenick & Urdan, 2014; Lazowski & Hulleman, 2015; Wentzel & Wigfield, 2007) focus on motivation interventions across different academic domains.”
• The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “School engagement (and the narrower construct of school belonging) is a potentially malleable target for intervention (Lazowski and Hulleman 2016; see also Christenson et al. 2001; Lawson and Lawson 2013; Maddox and Prinz 2003).”