Motivation as an Enabler for Academic Success

By Elizabeth A. Linnenbrink, P. Pintrich. 2002

1,107 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/9ab194432c3c0bc80634cb2805955fd7afefb85d

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Personal dimension in teaching : why students value feedback (2011, result): “The responses also support published research linking learning with motivation ( Linnenbrink and Pintrich, 2002”
Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis (2021, background): “This overburdening can be perceived by students as academic failure, which can in turn lead to demotivation and frustration (e.g., Daniel & King, 1997), which then manifests in poorer performance (e.g., Graham & Weiner, 1996; Linnenbrink & Pintrich, 2002).”
Adolescents' motivation to select an academic science-related career: the role of school factors, individual interest, and science self-concept (2013, background): “This subsequently leads to competencies being fostered (Linnenbrink & Pintrich, 2002).”
A structural equation modeling investigation of the emotional value of immersive virtual reality in education (2018, background): “Intrinsic motivation has often been linked to positive educational outcomes including those with regard to attention, effort, behavior, and grades (Hardré and Sullivan 2008; Linnenbrink and Pintrich 2002).”
The role of feedback and self-efficacy on web-based learning: The social cognitive perspective (2008, neutral): “…also has been found to have critical effects on various types of academic learning (Bandura, 1996, 1997, 2000; Gibson, Randel, & Earley, 2000; Joo, Bong, & Choi, 2000; Linnenbrink & Pintrich, 2002; Little & Madigan, 1997; Pajares & Kranzler, 1995; Pajares & Miller, 1995; Pintrich & Schunk, 2002).”
THE RELATIONSHIP BETWEEN THE BIG FIVE PERSONALITY TRAITS AND ACADEMIC MOTIVATION (2005, background): “Yet, academic motivation is a key determinant of academic performance and deserves closer attention (Linnenbrink & Pintrich, 2002).”
Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation (2007, background): “…that can be included in the model, four seem particularly important, namely self-efficacy, control of learning beliefs, task value, and intrinsic goal orientation in metacognitive strategy use and effort regulation (Linnenbrink & Pintrich, 2002; Pintrich & De Groot, 1990; VanderStoep et al., 1996).”