Competence, motivation, and identity development during adolescence

By Allan Wigfield, A. Wagner. 2005

237 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4a094d436db860515da013732e38c06f5d1e0f3c

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Citations in the corpus

Implicit Social Cognitions Predict Sex Differences in Math Engagement and Achievement (2011, unknown): “…prominently in many theories of engagement and achievement in math and science (Aronson & Steele, 2005; Eagly & Steffen, 1984; Eccles, 1984, 1987; Fennema, 1985; Hackett & Betz, 1981; Jacobs, 1991; Leder, 1986; Parsons, 1983, 1984; Steele, 1997; Wigfield & Eccles, 2002; Wigfield & Wagner, 2005).”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “For older students, whose selfcompetence beliefs are more likely to match their performance levels (Wigfield & Wagner, 2005), it may be that concomitant domain-specific interests, leading to greater opportunities for skill development, is more important in the development of self-efficacy beliefs.”
Self-efficacy and achievement goals as motivational links between perceived contexts and achievement (2014, background): “According to the developmental literature, children’s competence beliefs become more accurate and comparable to their actual performance levels as they grow up (Wigfield & Wagner, 2005).”
Motivation and Identity: The Relations of Action and Development in Educational Contexts—An Introduction to the Special Issue (2009, background): “(p. 16) Five decades later, Wigfield and Wagner (2005) still maintained that “adolescents’ identity development has important implications for the development of their competence and motivation” (p. 223) and that “a discussion of competence and motivation in adolescence would be incomplete…”
An Analysis of Motivation Constructs with First‐Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans (2010, background): “The fact that this theory includes cognition as an important aspect is typical of many current motivation theories applied to educational settings (see Elliot and Dweck, 2005).”
Students emotions during homework in mathematics: Testing a theoretical model of antecedents and ac (2011, background): “; Wigfield & Wagner, 2005, p. 224).”
Creating Small Learning Communities: Lessons From the Project on High-Performing Learning Communities About “What Works” in Creating Productive, Developmentally Enhancing, Learning Contexts (2007, background): “Still, as Wigfield and Wagner (2005) noted, stopping the steady decline in motivation and associated adjustment, typically seen among adolescents and especially after transitions, was important for STEP.”
Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence (2007, background): “Other general explanations have also included an increase in social comparison between students as they develop (Wigfield & Wagner, 2005; Wigfield et al., 2006), an increasing emphasis on performance as compared with mastery goals across the grades (Anderman & Maehr, 1994; Eccles & Midgley, 1989;…”
How Motivation Influences Student Engagement: A Qualitative Case Study. (2012, background): “…research studies have shown that intrinsically motivated students have higher achievement levels, lower levels of anxiety and higher perceptions of competence and engagement in learning than students who are not intrinsically motivated (Wigfield & Eccles, 2002; Wigfield & Waguer, 2005).”