Motivation, cognitive processing and achievement in higher education

By M. Bruinsma. 2004

189 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/2c716c8a89d6cd6fa5a1ea66adf8c4462be4b441

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Students' expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction (2010, background): “98 2151 19. Acquiring skills on how to apply the knowledge 5.30 0.96 2146 20. Acquiring skills in communication and cooperation 4.96 1.17 2147 21. Acquiring skills in self-regulated learning 5.05 1.07 2142 22. Acquiring skills in using the internet for scientific practice 4.74 1.25 2151 224 M. Paech”
The impact of intrinsic motivation on e-learning in authentic computer tasks (2004, background): “Overviews (e.g. Ryan & Deci 2000) indicate that intrinsically motivated students are more curious, and engage more in deep level learning, which holds true for students of all age groups (cf. Turner et al. 1998; Wolters & Pintrich 1998; Bruinsma 2003).”
The effect of the fit between secondary and university education on first‐year student achievement (2010, background): “They are more likely to graduate, show more study progress than their male fellow students and obtain better grades (Bruinsma 2004 ; Hyde and Kling 2001 ; Jansen 2004 ; Shah and Burke 1999 ).”
Achievement among first-year university students: an integrated and contextualised approach (2013, background): “2007; Vermunt 2005; Ward and Walker 2008), while others have reported positive associations between achievement and both surface and deep processing strategies (Jakoubek and Swenson 1993), and still others did not find any significant correlations with achievement (Bruinsma 2004).”
Achievement Goal Orientations of Community College Mathematics Students and the Misalignment of Instructor Perceptions (2012, background): “Attending to both achievement goal orientations and to teachers’ perceptions of them is important, because research on students’ attributions of their ability to learn suggests that such attributions have a direct impact on learning and classroom work (Bruinsma, 2004; Dweck, 1986; Meece, 1991) and t”
Integration , Motivation , Strengths and Optimism : Retention Theories Past , Present and Future (2012, background): “A study of retention at the end of the first and second years of college by Bruinsma (2004) also found that expectancy and values were positively associated with the total number of earned academic hours.”
The Effect of Self-regulation Learning Strategies Training on the Academic Motivation and Self-efficacy (2011, background): “The results of Bruinsma’ (2004) study reveal that teaching cognition skills increase the students motivation. He found a significant relationship between the academic motivation and the process of analyze the information which is achieved by the usage of study skills. The results of Liew and Mctigue”