A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.

By P. Pintrich. 2003

3,070 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/19073c567d6c0bb4c9034bface4794ff5f1d5315

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

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Citations in the corpus

Science Motivation Questionnaire: Construct Validation With Nonscience Majors (2009, background): “When students learn science, they can be motivated by different kinds of goals operating at the same time (Pintrich, 2003).”
Are badges useful in education?: it depends upon the type of badge and expertise of learner (2013, background): “For example, students who are interested in math will continue to enroll in math related courses, increasing their opportunity to learn relative to students less interested in math (Pintrich 2003).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, background): “As research on these constructs continues we need to attend carefully to the definition of each con - struct , and how measures of each focus clearly on the most important aspects of these definitions ( see also Hidi & Harackiewicz , 2000 ; Murphy & Alexander , 2000 ; Pintrich , 2003 ) .”
Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes (2014, background): “Aspects of intrinsic motivation in the classroom have convincingly been described within the construct of subject-related interest (Pintrich, 2003).”
Measuring cost: The forgotten component of expectancy-value theory (2015, background): “” What is it that these students are describing? Can it be measured systematically? How is it related to students’ motivation and academic performance? And, what could teachers do to optimize student motivation if they knew students were experiencing it? Motivation science offers a number of differe”
Influences of Stimulating Tasks on Reading Motivation and Comprehension (2006, background): “Although researchers have hypothesized that stimulating tasks could lead to long-term motivation, they have not provided empirical support for the hypothesis nor specified the nature of the stimulating tasks (Hidi & Harackewicz, 2000; Nolen & Nichols, 1994; Pintrich, 2003).”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, background): “…coping are all undermined by the external and internal pressures created by a focus on performance and grades, the evaluation of fi xed abilities, and the shame and embarrassment of mistakes and failures (Deci, Koestner, & Ryan, 1999 ; Dweck, 1991 ; Hulleman et al., 2010 ; Pintrich, 2003 ) .”
Development and Validation of an Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning (2011, background): “Review of past research has established that students with higher self-regulation skills are more likely to be academically motivated (Pintrich, 2003).”
Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences (2015, background): “Researchers, mainly in the Educational Psychology domain, examine the role of motivation in the learning and teaching context in an attempt to understand why some students seem to learn and succeed in school contexts, while other students seem to struggle to obtain analogous outcomes (Pintrich, 2003”
Motivation Interventions in Education (2016, background): “The diverse nature of motivation and associated processes has been studied from multiple perspectives in psychology—cognitive, developmental, educational, social—and generated an extensive list of constructs and theoretical frameworks, resulting in an extensive research literature (for reviews, see ”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “Particularly with beginning adolescent L2 learners, however, this type of regulation is not easily distinguished from identified regulation because the source of motivation originates from outside (Noels, 2001; Pintrich, 2003).”
Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich (2005, methodology): “With regard to culture, Pintrich (2003) argued that we should not simply consider whether there are mean level differences but rather consider whether achievement goals relate differently to students’ engagement andlearninginschools fordifferentculturalorethnicgroups.”
Interaction in distance education and online learning: using evidence and theory to improve practice (2011, background): “Table 3 Motivational generalizations and design principles (Pintrich 2003)”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “According to the relevant literature, motivation appears to be one of these factors and thus a central focus of educational research in teaching and learning (Pintrich 2003).”