Task-motivation during the first school years: A person-oriented approach to longitudinal data

By Jari Nurmi, K. Aunola. 2005

191 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4bea22f9c964c59ce37f0fbe07ff50271a514388

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, background): “Relations between goal orientations, self-concept, selfefficacy for outcome and for self-regulation, and negative affect (apprehension) were also shown by Pajares et al. (2000). Specifically, they showed that task (or mastery) goal orientation positively correlated with self-concept and selfefficacy”
Social influences, school motivation and gender differences: an application of the expectancy‐value theory (2011, background): “For example, Nurmi and Aunola ( 2005 ) reported that there was no association between student ability belief and reading task value after controlling for prior task value, but suggested that children with lower prior ability belief in math were more likely to have low math intrinsic value.”
Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school (2010, methodology): “The data rows were changed from representing a single person to representing a single person at a single wave (see Nurmi and Aunola 2005).”
Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, unknown): “…of many student outcomes such as self-eﬃcacy (Harter & Connell, 1984; Ryan, Mims, & Koestner, 1983), academic engagement (Deci & Ryan, 1985; Nurmi & Aunola, 2005; Opdenakker & Maulana, 2010), and academic achievement (i.e., Boggiano, 1998; Deci & Ryan, 2002; Den Brok, Van Tartwijk,…”
Autonomous, Controlled, and Amotivated Types of Academic Motivation: A Person-Oriented Analysis (2007, background): “Several studies have reported that motivational profiles characterized by adaptive motivations (e.g., high mastery goals, high IM, or high self-efficacy) predict the most positive outcomes in comparison with motivational profiles characterized by less adaptive motivations (e.g., performance goals an”