Between- and Within-Domain Relations of Academic Motivation Among Middle and High School Students: Self-Efficacy, Task-Value, and Achievement Goals

By M. Bong. 2001

712 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/422bfec41e7e9f1078bb8af168a99d060341acbe

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003, background): “…and De Groot, 1990; Wolters and Pintrich, 1998), perceived value (Bong, 2001b; Meece, Wigfield, and Eccles, 1990), mastery goal orientation (Bong, 2001a; Meece and Holt, 1993; Roeser, Midgley, and Urdan, 1996; Skaalvik, 1997b), and intrinsic interest and self-satisfactions (Zimmerman and…”
Refinement of a Chemistry Attitude Measure for College Students. (2011, background): “SRL has been referred to as the theoretical base in many SER articles (Bong, 2001; Bong & Clark, 1999; Cunningham & Mahoney, 2004; Franko et al., 2008; Gao, Lee, & Harrison, 2008; Hsieh & Schallert, 2008; Margolis & McCabe, 2006; Mills, Pajares, & Herron, 2007; Pajares & 10 Graham, 1999; Schunk,…”
Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich (2005, background): “Together, these authors articulated a multiple goals perspective that characterizes the work done in three independent programs of research, as well as many others (Bong, 2001; Bouffard, Boisvert, Vezeau, & Larouche, 1995; Van Yperen, 2003), and in a systematic review, they marshaled strong empirica”
Achievement goals, emotions, learning, and performance : A process model (2015, background): “…of multiple variables in the SEM analyses (in contrast to Daniels et al., 2009), or the cross-domain nature of the present measures and sample, may have contributed to nonsignificant effects (e.g., domain-specificity in achievement goals, Bong, 2001; learningrelated emotions, Goetz et al., 2007).”
Motivation Research in Writing: Theoretical and Empirical Considerations (2012, background): “Motivation, or drive, is a domain-specific and contextually situated dynamic characteristic of learners (e.g., Bong, 2001).”