Motivation and action (2nd ed.).

By J. Heckhausen, H. Heckhausen. 2008

103 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/798cc7e8a5d0adce3cd2c8ca72f3611a658cfbb1

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. O. Lüdtke
2. Ulrich Trautwein
3. Herbert W. Marsh
4. Olaf Köller
5. Felix D. Schönbrodt
6. Alexandre J. S. Morin
7. F. Gerstenberg
8. Andrew J. Martin

In Experimental and Cognitive Psychology

1. Alexandre J. S. Morin
2. Herbert W. Marsh
3. Ulrich Trautwein
4. Benjamin Nagengast
5. O. Lüdtke
6. Adel S. Abduljabbar
7. Olaf Köller
8. P. Parker

In Social Psychology

1. Herbert W. Marsh
2. Alexandre J. S. Morin
3. Ulrich Trautwein
4. O. Lüdtke
5. Benjamin Nagengast
6. Olaf Köller
7. Adel S. Abduljabbar
8. P. Parker

Citations in the corpus

• An IRT analysis of motive questionnaires: The Unified Motive Scales (2012, methodology): “…motive should (a) perform better (Heckhausen & Heckhausen, 2008; Spangler, 1992), (b) have more task enjoyment while working on achievementrelated tasks (Puca & Schmalt, 1999), and (c) evaluate themselves more positively afer working on achievement-related tasks (Heckhausen & Heckhausen, 2008).”
• Can boredom help? Increased prosocial intentions in response to boredom (2017, unknown): “In other words, people who strive for meaning are more attuned to actions that facilitate their goal-pursuit (e.g., see Heckhausen & Heckhausen, 2008: see also Kruglanski, Shah, Fishbach, Friedman, Chun, & Sleeth-Keppler, 2002; Shah & Kruglanski, 2000, 2003).”
• Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level Effects (2012, background): “…there is a substantial classroom climate literature that focuses on the nature of student feedback given by teachers to individual students (e.g., Heckhausen & Heckhausen, 2008; Lüdtke et al., 2005; Rheinberg & Krug, 1999; also see related work by Ames, 1992; Covington, 2001; Marshall &…”