Motivation, learning, and transformative experience: A study of deep engagement in science

By Kevin J. Pugh, Lisa Linnenbrink-Garcia, Kristin L. K. Koskey, Victoria Stewart, Christine Manzey. 2010

247 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Management, Monitoring, Policy and Law, Safety Research

View Paper: https://www.semanticscholar.org/paper/a2688a44bc8d1e70faff2d507e6cc2d95ce7f5ec

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In Developmental and Educational Psychology

In Management, Monitoring, Policy and Law

David A. Bergin

In Safety Research

Citations in the corpus

Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering. (2019, methodology): “Attainment Value (adapted from Conley, 2012 and Pugh et al., 2009) 1.”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, methodology): “For those studies where we were able to directly compare the bivariate correlation coefficient with the standardized multiple regression coefficient, we observed no evidence of suppression in four studies (Bong, 2005; Levy-Tossman et al., 2007; Middleton et al., 2004; Pugh et al., 2010).”
Transferring motivation from educational to extramural contexts: a review of the trans-contextual model (2011, unknown): “In addition, motivating students outside of the classroom will meet educational aims to promote increased transformative experiences (Pugh et al. 2010) and inquisitive behaviours (Yoon 2009) among pupils that assist in the development of flexible, critical, and analytic thinking skills that are gene”
Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application (2018, background): “in sport; namely, whether they actually learn the material, are motivated to use it, reflect on it, and find it relevant to their everyday lives (Pugh et al., 2010).”
Measuring Cognitive Engagement With Self-Report Scales: Reflections From Over 20 Years of Research (2015, background): “Pugh et al. (2010) conducted a study with an interesting variation on how to conceive of engagement in science class.”
Social Influences on Interest (2016, background): “Such events foster transformative experience through “(a) framing the content in terms of its experiential value, (b) scaffolding re-seeing, and (c) modeling transformative experiences” (Pugh et al., 2010b, p. 278).”