Understanding student motivation

By T. Seifert. 2004

424 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/28b6563dd3e527ee3ce1e2325fa7ee6d4c67b213

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Gender differences in the strength of association between motivation, competency beliefs and reading skill (2011, methodology): “There have been several theories proposed to define motivation (Meece, Bower Glienke, and Burg 2006; Ryan and Deci 2000; Seifert 2004); however, one of the most common within the domain of reading is the concept of intrinsic and extrinsic types of motivation (Wigfield and Guthrie 1997; Wang and Guth”
The role of students’ emotions in formal feedback situations (2008, background): “2003 ), and in motivation research (Meyer and Turner 2002 ; Seifert 2004 ).”
What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2014, background): “Student motivation is considered a dynamic, multifaceted phenomenon (Eccles, Wigfield, & Schiefele, 1998; Graham & Weiner, 1996; Seifert, 2004).”
Achievement Goal Orientations and Subjective Well-Being: A Person-Centred Analysis. (2008, background): “As evidenced by their accentuated cynicism and experiences of inadequacy, it is likely that these students have lost not only the meaning and interest in their schoolwork but also the sense that they are capable of mastering the school task ( Seifert, 2004 ).”
Primary and secondary students motivation in learning English: Grade and gender differences (2011, background): “Students with a mastery goal orientation are likely to have a higher preference for challenging tasks (Seifert, 2004), better perseverance with difficult tasks (Ryan & Pintrich, 1998), and are able to maintain effort and interest in learning (Robins & Pals, 2002).”
Intrinsic Motivation and Flow in Skateboarding: An Ethnographic Study (2010, methodology): “He was focused upon mastery of a particular skill rather than a concern for perceived ability (e.g., Seifert 2004 ).”
The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success (2014, background): “Although achievement goal orientations are one of the most well-researched aspects of motivation in education, they are also the area in which confusion over terminology is most pronounced (Marsh, Craven, Hinkley, & Debus, 2003; Murphy & Alexander, 2000; Parker, Martin, Colmar, & Liem, 2012; Seifert”
Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates (2008, background): “The converse is also true, in that students who feel that they are not in control are likely to have decreased confidence in their abilities and decreased self-esteem (Seifert, 2004).”
Teacher Emotion Research: Introducing a Conceptual Model to Guide Future Research. (2015, background): “Teacher emotion has a motivational function as it may influence personal motivation, student motivation patterns and those of the school community (Seifert, 2004), and as such also operates across the intrapersonal, interpersonal and broader social, cultural and political contexts (see Figure 4).”
The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies (2019, methodology): “Particularly in studies of self-beliefs and motivation more generally, researchers tend to focus on their preferred measures, sometimes paying relatively little attention to testing how (or if) they differ from other, apparently related constructs (see related discussion by Murphy & Alexander, 2000;”
Teachers’ Sensemaking of Data and Implications for Equity (2015, background): “These attributions—or perceived causes of outcomes (Seifert, 2004)—may in turn influence the process itself, a supposition supported by research describing teachers making generalizations about the causes of student outcomes (Schildkamp & Kuiper, 2010).”