Family Correlates of Trajectories of Academic Motivation During a School Transition: A Semiparametric Group-Based Approach.
By C. Ratelle, F. Guay, Simon Larose, C. Sénécal. 2004
139 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology
View Paper: https://www.semanticscholar.org/paper/361233d9809f3723a12498e2aea88e200c0bbe04
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
- Jacquelynne S. Eccles
- I. Archambault
- M. Vida
- Marie-Christine J. L. Opdenakker
- P. D. den Brok
- Ridwan Maulana
- Allan Wigfield
- Hanna Eklöf
In Safety Research
- I. Archambault
- M. Vida
- P. D. den Brok
- Marie-Christine J. L. Opdenakker
- Jacquelynne S. Eccles
- Jennifer Fredricks
- Ming-Te Wang
- Allan Wigfield
In Social Psychology
- I. Archambault
- Marie-Christine J. L. Opdenakker
- M. Vida
- P. D. den Brok
- Jacquelynne S. Eccles
- Ridwan Maulana
- Hanna Eklöf
- H. Watt
Citations in the corpus
- Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, background): “Some studies report declining developmental paths (Otis et al., 2005; Ratelle et al., 2004), while others indicate increasing developmental trajectories (Anderman, Maehr, & Midgley, 1999; Harter, 1981).”
- Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12 (2010, background): “Yet, some students present more stable and positive motivation pathways, whereas others report low motivation over time (Archambault et al., 2009; Baker & Wigfield, 1999; Ratelle et al., 2004; Roeser et al., 1998).”