School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective

By Ming-Te Wang, Jacquelynne S. Eccles. 2013

1,023 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/5adb1c09e2aec80c4a4151297c3e79fcdb74a713

How researchers see this paper

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

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

School Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination (2018, background): “Previous studies have reported that student perceptions of their school climate are associated with their engagement (e.g., Mehta, Cornell, Fan, & Gregory, 2013; Wang & Eccles, 2013).”
Motivating young language learners: A longitudinal model of self-determined motivation in elementary school foreign language classes. (2017, background): “These findings, along with others from recent longitudinal models (Jang et al., 2012, 2016; Wang & Eccles, 2013) offer the foundations for an amalgamated model of motivational development across a single school year.”
Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015, background): “Overall, results suggested that teacher and peer support are academic and social in nature and have unique implications for meeting young adolescents’ needs and supporting adjustment in school (Deci & Ryan, 2000; Eccles & Roeser, 2011; Wang & Eccles, 2013; Wang & Holcombe, 2010).”
Using Learning and Motivation Theories to Coherently Link Formative Assessment, Grading Practices, and Large‐Scale Assessment (2018, background): “These motivational constructs dating from the research in the 1980s are still valid, though today involve much more complex theorizing by social psychologists regarding identity development and school engagement (Eccles 2009; Wang & Eccles, 2013).”
Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic (2021, background): “These dimensions correspond to the learning processes of acting, thinking, feeling, and communicating, respectively (Reeve, 2013; Wang & Eccles, 2013).”
School burnout, depressive symptoms and engagement: Their combined effect on student achievement (2017, background): “(Wang & Eccles, 2013; Wang & Sheikh-Khalil, 2014) have identified contextual factors that influence students’ academic achievement.”
Student engagement as a function of environmental complexity in high school classrooms (2016, background): “…engagement has been associated with multiple aspects of environmental challenge, including clear goals (Dickey, 2005), clear and high expectations (Wang & Eccles, 2013), providing opportunities for exploring and solving meaningful problems (National Research Council,1999), the mastery of new…”
Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement (2017, background): “Furthermore, Wang and Eccles (2013) found that seventhgrade students were more likely to behaviorally and emotionally engage in school if they had positive perceptions of relatedness (i.e., support from teachers and peers).”
Teachers' instructional behaviors as important predictors of academic motivation: Changes and links across the school (2016, background): “Currently, schools and educational researchers have started to pay attention to motivational factors in order to prevent school problems related to low learning interest, low achievement, and high dropout rate (Wang & Eccles, 2013).”