Good Instruction Is Motivating

By D. Stipek. 2002

183 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/97a789691fe163df3e147d0d382b452193d37f2f

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction (2004, methodology): “, 2003) and observationally (Stipek, 2002) but have rarely been examined experimentally in classroom contexts as they were here.”
Student engagement with teacher and automated feedback on L2 writing (2018, background): “Behavioral engagement is normally subdivided into positive behaviors, effort, attention and other participatory behaviors at school, and has been measured through teacher report and observation (Stipek, 2002).”
Sense of Belonging in College Freshmen at the Classroom and Campus Levels (2007, background): “…younger samples that teachers' differing instructional practices influence students' perceptions of the interpersonal cli mate of their classes (e.g., Patrick, Anderman, Ryan, Edelin, & Midgley, 2001; Stipek, 2002) and of the teacher as caring about students' learning (Davis, 2003; Wentzel, 1997).”
Using clickers in class. The role of interactivity, active collaborative learning and engagement in learning performance (2013, background): “Engagement is positively related to higher scores and other achievement measures (Stipek, 2002).”
Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. (2012, background): “In addition, when students feel socially supported by teachers, they are more likely to focus on mastery goals as well as experience lower levels of task engagement anxiety (Stipek, 2002).”
Children's Motivation for Reading: Domain Specificity and Instructional Influences (2004, background): “Our results add to the growing body of work showing that instructional programs can affect children’s motivation as well as their achievement (see also Maehr & Midgley, 1996; Stipek, 1996, 2002).”
Reading motivation and reading comprehension growth in the later elementary years (2007, background): “This study examined reading motivation for its potential to explain students’ reading comprehension and to predict students’ growth in comprehension over time (Stipek, 2002).”
Influences of Stimulating Tasks on Reading Motivation and Comprehension (2006, methodology): “Drawing on a meta-analysis of 22 investigations (Guthrie & Humenick, 2004), book-length treatments of that issue (Stipek, 2002), qualitative studies of motivating teachers (Dolezal, Welsh, Pressley, & Vincent, 2003), and the synthesis of research on characteristics of engaging schools (Stipek,…”
Scaffolding for Engagement in Elementary School Reading Instruction (2006, background): “Stipek (2002), who urged the integration of research on practices that promote achievement and motivation, echoed the ideas regarding instructional practices that promote student engagement in the classroom.”
Applying Learner-Centered Principles to Middle School Education (2003, background): “While the long-term impact of performance goals is not yet clear (Kaplan & Middleton, 2002), considerable evidence suggests that children and young adolescents benefit the most from classroom environments with a mastery focus (cf. Ames, 1992; Stipek, 2002).”
Reading Motivation and Reading Engagement: Clarifying Commingled Conceptions (2014, background): “However, these affective reactions have been conceptualized in many different ways, such as liking of school and learning (Jimerson et al., 2003; Stipek, 2002), feelings of identification with or belonging in school (Finn, 1989), or various emotions (e.”
Intrinsic Motivation and Engagement as “Active Ingredients” in Garden-Based Education: Examining Models and Measures Derived From Self-Determination Theory (2012, background): “Teachers, through the quality of interactions with students, have the ability to shape motivation and engagement in the classroom (Hamre & Pianta, 2001; Murray & Greenberg, 2000; Pianta, 1999; Ryan & Stiller, 1991; Stipek, 2002; Wentzel, 1998; Wigfield et al., 2006).”
What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008, background): “…control at the cognitive level when teachers explain the purposes of the task at hand and its links to the learning concepts and scaffold students’ understanding by activating prior knowledge or increasing personal relevance (Schraw & Lehman, 2001; Stipek, 1996, 2002; Turner & Meyer, 2004).”
Construction And factorial validation of a short version of the Academic Motivation Scale (2021, background): “…motivation (i.e. need for achievement) relates to personality traits, mainly focusing on intrinsic motivation for achievement (Atkinson, 1974; McClelland, 1961), academic motivation is a more temporal psychological tendency and thus can be enhanced (e.g. Perry et al., 2006; Stipek, 2002).”