Development of Achievement Motivation and Engagement

By Allan Wigfield, Jacquelynne S. Eccles, Jennifer Fredricks, S. Simpkins, R. Roeser, Ulrich Schiefele. 2015

482 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8efb6986a5b458fac6862fb74667a5fdd2a0763e

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “, 2015); influences choice, persistence, and effort (Wigfield et al., 2015); and is essential for engagement and learning.”
Fostering student engagement with motivating teaching: an observation study of teacher and student behaviours (2020, background): “Student engagement is defined and operationalised in many ways (Skinner 2016; Wigfield et al. 2015).”
In Peer Matters, Teachers Matter: Peer Group Influences on Students’ Engagement Depend on Teacher Involvement (2017, background): “From this perspective, high quality student-teacher relationships, characterized by involvement and affection, are a foundation upon which the development of motivation and engagement depend (Eccles & Roeser, 2009; Reeve, 2012; Wentzel, 2009a; Wigfield et al., 2015).”
Predictors of changes in students’ motivational resilience over the school year (2017, background): “Because engagement is well-established as a significant contributor to students’ academic success (Christenson et al., 2012; Fredricks et al., 2004; Jimerson, Campos, & Greif, 2003; Upadyaya & Salmela-Aro, 2013; Wigfield et al., 2015), it follows that motivational resilience, which brings students b”
How True Is Grit? Assessing Its Relations to High School and College Students’ Personality Characteristics, Self-Regulation, Engagement, and Achievement (2017, background): “Much research suggests that students’ motivation for achievement declines across the school years (Wigfield et al., 2015); is the same true for grit? Or, does grit increase as classes get harder? Additionally, longitudinal studies would allow for the interesting examination of possible reciprocal ef”
The impacts of teacher's efficacy and motivation on student's academic achievement in science education among secondary and high school students (2018, background): “More specifically, it is stated that such teachers are more resiliant and had tendency to take risks and to use newly adoptted methods, and are more innovative in teaching science, mathematics and technology (Schunk & Pajares, 2001; Ross, 1992; Midgley et al., 1989).”
Reciprocal relations among motivational frameworks, math anxiety, and math achievement in early elementary school (2018, background): “…factors relevant to math achievement, including mathematics self-concept, self-efficacy, intrinsic motivation, and valuing math (for a review, see Wigfield et al., 2015), we chose to focus on math anxiety and motivational frameworks because of evidence establishing their importance for math…”
The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements (2020, background): “It is students’ academic engagement, e.g. SRL strategy use, and investment of time and energy, that in turn directly predict students’ academic achievements (Fredricks, Blumenfeld, & Paris, 2004; Wigfield et al., 2015).”
STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go (2016, background): “First, there is much evidence that students have different beliefs, values, and goals across different achievement domains (e.g., Wigfield et al., 2015; Wolters & Pintrich, 1998).”