The contribution of perceived classroom learning environment and motivation to student engagement in science

By Yasemin Taş. 2016

114 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/510d5fbfe56bfb4db9622330b19d7e49a323b498

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Doris Holzberger
2. K. Schnitzler
3. Xiaoquan Pan
4. Tina Seidel
5. J. Scheerens

In Experimental and Cognitive Psychology

1. Doris Holzberger
2. Xiaoquan Pan
3. K. Schnitzler
4. Tina Seidel
5. J. Scheerens

In Social Psychology

1. Xiaoquan Pan
2. K. Schnitzler
3. Doris Holzberger
4. Tina Seidel
5. J. Scheerens

Citations in the corpus

• All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, methodology): “In support of the model, numerous variable-centered studies have shown that student academic self-concept is one important antecedent of student engagement (Bakadorova et al. 2020; Tas 2016).”
• Technology Acceptance, Technological Self-Efficacy, and Attitude Toward Technology-Based Self-Directed Learning: Learning Motivation as a Mediator (2020, background): “Specifically, students perceiving the convenience and availability in their interactive learning process report higher motivation, engagement, and persistence in learning (Wentzel et al., 2010; Tas, 2016).”