Academic Motivation in Self-Efficacy, Task Value, Achievement Goal Orientations, and Attributional Beliefs

By M. Bong. 2004

350 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6787f0b242da39de8724b02af9cdd1500cb756d2

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. P. A. Gore
2. Wilbert McKeachie
3. T. Duncan
4. Zeki Arsal
5. Temi Bidjerano
6. Peter Shea
7. S. Buckley
8. S. Thomson

In Social Psychology

1. P. A. Gore
2. Wilbert McKeachie
3. T. Duncan
4. Zeki Arsal
5. Temi Bidjerano
6. Peter Shea
7. Rob L. Martens
8. K. Smit

Citations in the corpus

• PISA 2012 : how Australia measures up : the PISA 2012 assessment of students’ mathematical, scientific and reading literacy (2013, methodology): “Research has demonstrated that students’ level of motivation changes from subject to subject (Bong, 2004) depending on their level of interest or how useful they believe a subject will be for their future. Eccles and Wigfield (2002) reviewed the research literature and proposed that motivational the”
• Students attributions for their best and worst marks: Do they relate to achievement? (2011, background): “This suggests that ability attributions predict students’ single best achievement more than effort attributions (Bong, 2004; Hsieh & Schallert, 2008; Meyer, Weir, et al., 2009; O’Sullivan & Howe, 1996; Vispoel & Austin, 1995).”
• What do teachers believe? Developing a framework for examining beliefs about teachers’ knowledge and ability (2008, background): “Task value refers to the perceived incentive to engage in a given task (Bong, 2004).”
• The Relationship Between Self-Efficacy and Academic Achievement: A 5-Year Panel Analysis (2015, background): “For example, while studies examining the reciprocal relationship found positive correlations (Bong 1998, 2004), other studies (e.g., Caprara et al. 2011) focused on perceived efficacy for self-regulated learning rather than self-efficacy beliefs.”
• Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a communities of inquiry in online and blended learning environments (2010, positive): “These and other studies have suggested that self-ef fi cacy has a substantial role in predicting student engagement, motivation and performance (Bong, 2004; Caraway, Tucker, Reinke, & Hall, 2003; Chemers, Hu, & Garcia, 2001; Choi, 2005; Smith, Sinclair, & Chapman, 2001; Vrugt, Oort, & Zeeberg, 2002).”
• Relationships between writing motivation, writing activity, and writing performance: effects of grade, sex, and ability (2013, neutral): “Given that other scholars have developed scales measuring goal orientations with more acceptable reliability (e.g., Bong, 2004; Roeser, Midgley, & Urdan, 1996), it is likely the WAMS requires further refinement.”
• The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning (2017, background): “Wolters and Pintrich (1998) showed that the use of regulatory strategies does not differ across domains, but Bong reported that scores on competence are moderately correlated, and scores on value are weakly correlated across domains (Bong, 1999, 2001, 2004).”
• Academic Self-Efficacy as a Predictor of College Outcomes: Two Incremental Validity Studies (2006, methodology): “Elias and Loomis (2002) provided an example of how this strategy of measuring academic self-efficacy can be adapted to evaluate students’ confidence in their ability to successfully complete general undergraduate courses.”
• The effects of diaries on self-regulation strategies of preservice science teachers (2010, result): “The results are consistent with the literature on the relationship between motivation strategies such as intrinsic motivation, task value and goal orientation and academic achievement (Bong, 2004; Gutman, 2006; Esler & Kohavi, 2003).”
• Within-Grade Changes in Korean Girls' Motivation and Perceptions of the Learning Environment Across Domains and Achievement Levels. (2005, methodology): “The T3 data were used in another study (Bong, 2004a), but the analyses do not overlap with those in the present study.”