Toward a Positive Psychology of Academic Motivation

By Frank Pajares. 2001

294 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/34896dcd3bc255a5da1eaece66ce73003cd28e7a

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In Applied Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Mathematics Achievement: The Role of Homework and Self-Efficacy Beliefs (2011, background): “This seems consistent with the ambiguous findings of others regarding ethnic-efficacy interactions (Britner & Pajares, 2001; Pajares & Kranzler, 1995).”
Developing teaching self-efficacy in research institutions: A study of award-winning professors (2011, background): “Exploring positive rather than maladaptive functioning can yield important lessons about resourcefulness, resilience, and psychological well-being (Pajares, 2009; Seligman & Csikszentmihalyi, 2000).”
Middle School Transition from the Strengths Perspective: Young Adolescents’ Character Strengths, Subjective Well-Being, and School Adjustment (2013, result): “These findings support the contentions of motivation theorists regarding the adaptive benefits of motivational constructs and their relations to positive academic outcomes (Deci et al. 1991; Marsh et al. 2003), adaptive mental functioning, and well-being (Pajares 2001).”
Servant Leadership, Hope, and Organizational Virtuousness: A Framework Exploring Positive Micro and Macro Behaviors and Performance Impact (2011, background): “This emphasis on excellence, flourishing, and optimal functioning has gained acclaim in psychology (Snyder & Lopez, 2002), education (Pajares, 2001), and organizational behavior (Cameron, Dutton, & Quinn, 2003).”
Developing a Structural Model on the Relationship among Motivational Beliefs, Self-Regulated Learning Strategies, and Achievement in Mathematics (2015, background): “Considering students’ self-efficacy, previous research findings have indicated that self-efficacy is related to a number of adaptive academic outcomes, such as adopting mastery goals, selecting challenging tasks (Elliot, 1999), using different SRL strategies (Pajares, 2001), and having high academic”
Inviting Confidence in School: Invitations as a Critical Source of the Academic Self-Efficacy Beliefs of Entering Middle School Students. (2006, background): “Alpha coefficients ranging from .69 to .85 have been previously reported for the academic subject subscale (e.g., Pajares, 2001).”
Self-Efficacy for Self-Regulated Learning (2008, methodology): “Students were recruited for participation in studies of science, writing, and general academic motivation (Britner, 2006; Pajares, 2001; Pajares, Britner, & Valiante, 2000; Pajares et al., 1999; Pajares & Valiante, 1999; Pajares, Valiante, & Cheong, 2007).”
The role of positive psychology constructs in predicting life satisfaction in adolescents with and without cognitive disabilities: An exploratory study (2006, background): “However, the growing body of scholarship focusing on supporting and enhancing the development of adolescents’ strengths and abilities (Chafouleas & Bray, 2004; Huebner, 2004; Hunter & Csikszentmihalyi, 2003; Larson, 2000; Pajares, 2001; Rich, 2003; Roberts, Brown, Johnson, & Reinke, 2002; Snyder et ”
Performance-approach goals: good or bad forms of regulation? (2003, unknown): “…(Study 2); U=McGregor and Elliot (2002) (Study 3); V=Middleton and Midgley (1997); W=Middleton and Midgley (2002); X=Midgley and Urdan (2001); Y=Pajares (2001); Z=Pajares and Valiante (2001); AA=Pajares, Britner, and Valiante (2000) (Study 1); BB=Pajares et al.(2000) (Study 2); CC=Scher and…”
STUDENTS’ SELF-EFFICACY IN THEIR SELF-REGULATED LEARNING STRATEGIES: A DEVELOPMENTAL PERSPECTIVE (2002, background): “It is also negatively related with academic and subject-specific anxiety (Pajares, 2001; Pajares & Valiante, 1999, 2001; Pajares, Britner, & Valiante, 2000; Pajares Miller, & Johnson, 1999).”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “…2007; Luo, Paris, Hogan, & Luo, 2011; Middleton, Kaplan, & Midgley, 2004; Middleton & Midgley, 1997; Midgley & Urdan, 2001; Neff et al., 2005; Pajares, 2001; Pajares & Cheong, 2003; Pekrun et al., 2006, 2009; Pugh et al., 2010; Ross et al., 2002; Ryan, Patrick, & Shim, 2005; Shih, 2005; Shim…”
Schooling and Children's Subjective Well-Being 26 (2014, background): “, academic self-efficacy/competence), tempered by constraints of reality (Pajares 2009), should remain a critical aim of education.”
Hope and Academic Success in College. (2002, background): “Although optimism has been related to choosing achievement goals, it either predicted very little (Pajares, 2001) or no variance in observed (Stewart, Lam, Betson, Wong, & Wong, 1999) or expected (Stoecker, 1999) college grades.”