Motivational Effects on Self-Regulated Learning with Different Tasks
By Regina Vollmeyer, F. Rheinberg. 2006
187 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/870768ad418746754971363daf51142415d83387
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
- Sara M. Fulmer
- D. Collins
- Allen Thurston
- Keith Topping
- Hallgeir Halvari
- Jan C. Frijters
- Marcia C. Linn
- Á. Macnamara
In Experimental and Cognitive Psychology
- Sara M. Fulmer
- D. Collins
- Keith Topping
- Hallgeir Halvari
- Jan C. Frijters
- Marcia C. Linn
- Á. Macnamara
- Patricia A. Alexander
In Social Psychology
- D. Collins
- Gemma Pearce
- Keith Topping
- Hallgeir Halvari
- Jan C. Frijters
- Marcia C. Linn
- Sara M. Fulmer
- Á. Macnamara
Citations in the corpus
- Motivation During an Excessively Challenging Reading Task: The Buffering Role of Relative Topic Interest (2011, background): “factors corresponded to Weiner’s (1985) locus and stability dimensions.”
- Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games (2011, background): “…research which has shown that games that include more fantasy can encourage children to use more complex mathematical operations (Cordova & Lepper, 1996), that it can encourage use of more systematic strategies (Vollmeyer & Rheinberg, 2006) and more exploratory behaviour (Martens et al, 2004).”