Motivation matters? The relationship among different types of learning motivation, engagement behaviors and learning outcomes of undergraduate students in Taiwan

By Tzu-Ling Hsieh. 2014

107 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6dd34b09d2419c866ff4f8fbb89555f0409a1fc5

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. Rongrong Fu
2. Malcolm Tight
3. Renzhong Peng

In Education

1. Rongrong Fu
2. Malcolm Tight
3. Renzhong Peng

In Experimental and Cognitive Psychology

1. Rongrong Fu
2. Malcolm Tight
3. Renzhong Peng

Citations in the corpus

• The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment (2021, background): “…and satisfaction from the activity they are engaged in; extrinsic motivation concerns actions performed for external factors as grades and rewards rather than for interest and joy, which may bring people pressure and stress (Deci & Ryan, 2008, 2012; Gardner 1985; Hsieh, 2014; Ryan & Deci, 2020).”
• Student retention and engagement in higher education (2020, background): “…(Gilardi and Guglielmetti 2011), Korea (Choi and Rhee 2014), Libya (Almarghani and Mijatovic 2017), Singapore (Wong and Kaur 2017), South Africa (Tlhoaele et al. 2014; Wawrzynski, Heck, and Remley 2012), Sweden (Bergmark and Westman 2018), Taiwan (Hsieh 2014) and Thailand (Hallinger and Lu 2013).”