In the eyes of the beholder: students’ and teachers’ judgments of students’ motivation

By Karen B. Givvin, D. Stipek, Julie M. Salmon, Valanne MacGyvers. 2001

106 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/76fc1a3345994e76475aebd301b197575bfbb1cc

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. Woogul Lee
2. J. Reeve
3. S. Cheon
4. W. Oga-Baldwin
5. Nikos Ntoumanis
6. Hyungshim Jang
7. Maarten Vansteenkiste
8. Richard M. Ryan

In Social Psychology

1. Woogul Lee
2. J. Reeve
3. Imran Ali
4. S. Cheon
5. Nikos Ntoumanis
6. Richard M. Ryan
7. Hyungshim Jang
8. W. Oga-Baldwin

In Statistics and Probability

1. J. Reeve
2. H. Afzal
3. Imran Ali
4. Woogul Lee

Citations in the corpus

• Teachers’ estimates of their students’ motivation and engagement: being in synch with students (2012, background): “A likely explanation is that teachers are aware of their students’ classroom performances and class-specific abilities (Bangert-Drowns & Pyke, 2002; Givvin et al., 2001), and they use this performance- and ability-based information to inform their inferences of motivation and engagement.”
• A Study of University Students’ Motivation and Its Relationship with Their Academic Performance (2010, background): “81 the process of learning. This will assist education community to predict student academic performance and identifying the students before their grades begin to fall (Kamauru, 2000). Lumsden (1994) has investigated that passion to learn seems to shrink as children grow. Learning sometimes becomes ”