The Relations Between Student Motivational Beliefs and Cognitive Engagement in High School

By Christopher O. Walker, Barbara A. Greene. 2009

214 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/69b9a53f6c7bef94ccec5e5b0b80348474e80223

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

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, unknown): “Students with higher self-ef ﬁ cacy not only set higher, more productive mastery goals (Walker & Greene, 2009), but they also choose to engage in more challenging tasks (Bandura, 1993; Bandura & Schunk, 1981).”
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “Previous research has revealed that EMEN might affect students’ academic performances via BEEN (Finn & Zimmer, 2012; Pietarinen, Soini, & Pyhältö, 2014; Roorda et al., 2011; Voelkl, 2012; Walker & Greene, 2009; Wang & Degol, 2014).”
Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model (2013, background): “Lastly, the third idea is that learning must be perceived as something that is useful for the future (Walker and Greene 2009).”
Motivating Students to Engage in Learning: The MUSIC Model of Academic Motivation. (2009, unknown): “…in school, expectancies, values, effort, cognitive engagement, self-efficacy, persistence, and performance (Freeman, Anderman, & Jenson, 2007; Furrer & Skinner, 2003; Goodenow, 1993; Hyde & Gess-Newsome, 1999/2000; Murdock, 1999; Osterman, 2000; Ryan, Stiller, & Lynch, 1994; Walker & Greene, 2009).”
Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015, background): “Our work also demonstrated that self-efficacy (or perceived ability) contributes to the prediction of cognitive engagement (Greene & Miller, 1996; Walker & Greene, 2009; Walker, Greene, & Mansell, 2006).”
Understanding student behavioral engagement: Importance of student interaction with peers and teachers (2018, background): “Students are more likely to engage when they perceive the relevance of the task (Davis & McPartland, 2012; Walker & Greene, 2009).”
The Influences of Perceived Identity Compatibility and Social Support on Women in Nontraditional Fields During the College Transition (2011, background): “Walker and Greene (2009) demonstrated that sense of belonging within a classroom setting predicts the use of mastery goals (associated with persistence in the face of academic challenges; Grant & Dweck, 2003; Robins & Pal, 2002) as well as cognitive engagement of high school students, whereas other…”
The Roles of Perceived Identity Compatibility and Social Support for Women in a Single-Sex STEM Program at a Co-educational University (2011, background): “For example, in a sample of High School students in the Midwestern United States, Walker and Greene (2009) linked sense of belonging in the academic environment to academic engagement including the adoption of cognitive strategies for achievement and mastery goals.”
Teacher support and math engagement: roles of academic self-efficacy and positive emotions (2018, background): “In addition, math self-efficacy is also conducive for students to develop effective learning strategies that will further promote students’ engagement in learning math (Christopher & Barbara, 2009; Greene & Miller, 1996).”
Student Engagement, Academic Self-efficacy, and Academic Motivation as Predictors of Academic Performance (2015, background): “One definition describes it as a person’s belief to overcome a situation (Walker and Greene 2009).”
The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review (2019, background): “Particularly the PSSM questionnaire (Goodenow 1993) yields promising results across all student characteristics (e.g. Van Houtte and Van Maele 2012; Walker and Greene 2009).”