Teachers’ estimates of their students’ motivation and engagement: being in synch with students

By Woogul Lee, J. Reeve. 2012

120 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/542f056d540122bdb966575cb9bbbfcde3be121a

How researchers see this paper

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

In Developmental and Educational Psychology

1. E. Oros
2. A. Mystkowska‐Wiertelak
3. W. Oga-Baldwin
4. Richard M. Ryan
5. P. Parker
6. F. Worrell
7. Yoshiyuki Nakata
8. J. Froiland

In Experimental and Cognitive Psychology

1. J. Froiland
2. Richard M. Ryan
3. F. Worrell
4. P. Parker
5. W. Oga-Baldwin
6. A. Mystkowska‐Wiertelak
7. E. Oros
8. Yoshiyuki Nakata

In Social Psychology

1. F. Worrell
2. J. Froiland
3. P. Parker
4. W. Oga-Baldwin
5. E. Oros
6. Richard M. Ryan
7. Yoshiyuki Nakata
8. A. Mystkowska‐Wiertelak

Citations in the corpus

• Acting, thinking, feeling, making, collaborating: The engagement process in foreign language learning (2019, unknown): “Teachers thus seek and recognize engagement, but may have difficulty recognizing when students are motivated (W. Lee & Reeve, 2012).”
• Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. (2017, background): “Autonomous motives were expected to show a positive effect, and extrinsic motives expected to have a negative relationship (Cohen & Katz, 2015; Reeve, 2012).”
• Intrinsic motivation, perceived competence and classroom engagement as longitudinal predictors of adolescent reading achievement (2014, background): “Furthermore, it has been shown that while teachers are rather aware of their student’s level of engagement in their learning, teachers usually cannot detect their students’ level or type of motivation (Lee & Reeve, 2012).”
• A classroom-based intervention to help teachers decrease students' amotivation (2015, unknown): “Motivation is a private student experience, one that is largely invisible to the teacher and is therefore something that needs to be inferred from other more visible student indicators, such as engagement (Lee & Reeve, 2012).”
• Teachers’ accounts of learners’ engagement and disaffection in the language classroom (2020, background): “Hence, the analysis of teachers’ perceptions and interpretations of students’ actions might help to explain why certain aspects of engagement get instructors’ attention and recognition and others do not (cf. Lee and Reeve 2012; Skinner et al. 2009; Skinner and Belmont 1993).”
• Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016, background): “Often, schools and school psychologists focus on increasing classroom engagement (a.k.a. behavioral engagement) and on-task behavior because they are far more readily observable (Froiland & Smith, 2014; Lee & Reeve, 2012).”