Boys and motivation

By Andrew J. Martin. 2003

87 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/59430e1a583a3bc4e1b58bbfc791da70e2276a85

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “Notwithstanding the important historical and social factors that distinguish them from other racial groups, Martin (2003c) suggested that this framework provided a useful means by which to think about Indigenous students’ educational status and outcomes.”
How Motivation Influences Student Engagement: A Qualitative Case Study. (2012, result): “This study supports and extends previous research (Bryson & Hand, 2007; Deci, Koestner, & Ryan, 1999; Haberman, 1991; Hufton et al., 2002; Martin, 2003; Munns & Martin, 2005; Murray et al., 2004; Patall, Cooper & Robinson, 2008; Reeve et al., 2004; Ryan,2000; Schlechty, 2002; Schmakel, 2008;…”
Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation (2014, background): “Research also reports gender differences in motivation (Martin 2003; Sánchez, et al. 2005); boys pointed out that, for example, a feeling of relatedness and autonomy at school is important to them (Martin 2003), but differences are small (Martin 2004).”
Multidimensional and Hierarchical Assessment of School Motivation: Cross‐cultural validation (2006, background): “Motivation can be conceptualised as students’ energy and drive to engage in learning and plays a large part in students’ interest in and enjoyment of school and study (Martin, 2003).”
How you think about your intelligence determines how you feel in school: The role of theories of intelligence on academic emotions (2012, unknown): “These gender effects, however, were relatively small but they seem to support to support the larger literature on the more positive motivational outcomes associated with being female (Martin, 2003).”