A Motivated Exploration of Motivation Terminology.

By P. Murphy, Patricia A. Alexander. Contemporary Educational Psychology, 2000

888 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b315b490e983bb5dca341da79dd24359a12c8110

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Citations in the corpus

Student Interest and Achievement: Developmental Issues Raised by a Case Study (2002, background): “As noted in a special issue of Contemporary Educational Psifchology, there is much confusion in the achievement motivation literature with regard to terminology (Murphy & Alexander, 2000).”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, methodology): “As is the case in the measurement of many motivational variables, there are no established or agreed-upon methods for measuring interest and its development (see Murphy & Alexander, 2000).”
Learning With Computer-Based Learning Environments: A Literature Review of Computer Self-Efficacy (2009, background): “As identified by a number of reviews on motivational constructs (for extensive reviews, see Greene & Ackerman, 1995; K. P. Murphy & Alexander, 2000), self-efficacy is a fundamental term in the motivational literature.”
The Relation of Self-Determination and Achievement Goals to Taiwanese Eighth Graders' Behavioral and Emotional Engagement in Schoolwork (2008, background): “Over the past decade, research on motivational processes and dynamics has received increased attention in the field of education (Murphy & Alexander, 2000; Pintrich, 2000).”
Profiles of intrinsic and extrinsic motivations: A person-centered approach to motivation and achievement in middle school (2010, methodology): “Although previous research on intrinsic and extrinsic motivations has primarily used a domain-general approach (e.g., Lepper et al. 2005; Murphy and Alexander 2000 ), there is some evidence that children show different patterns of motivation across content areas in person-centered research (Nurmi a”
Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach (2013, background): “Self-efficacy is one of the most consistently defined motivational constructs (Murphy & Alexander, 2001) and it refers to an individual’s judgement about being able to perform a particular activity (Siegle & McCoach, 2007).”
A Practical Measure of Student Motivation (2015, background): “First, a proliferation of theoretical constructs can make it difficult for practitioners to know which measures to use (Murphy & Alexander, 2000).”
Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, background): “Several studies have examined the development and effects of conscientiousness and motivation (for a thorough review of the term motivation and related constructs, see Murphy & Alexander, 2000).”
A Review of Self-Report and Alternative Approaches in the Measurement of Student Motivation (2009, methodology): “Furthermore, the use of self-report methodologies is based on the assumption that motives are conscious, accessible, and can be communicated to others ( Murphy and Alexander 2000 ), even though motivation is based in cognitions and emotions that can only be partially accessed by the individual (Hann”
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning (2008, methodology): “When we modeled this scheme from the Murphy and Alexander (2000) review, we had also anticipated a third definitional category, “absent,” to apply when explicit or implicit codes were deemed inappropriate.”
Mathematically gifted students and high achievement: the role of motivation and classroom structure (2015, background): “Motivational research is diverse and is or can appear fragmented, although there have been calls (Bong, 1996; Murphy & Alexander, 2000; Pintrich, 2003) and attempts (Martin, 2007; Pintrich, 2003) to establish a more integrative and comprehensive approach to motivation for research and practice.”
The Role of Self-Efficacy in a Musical Performance Examination: An Exploratory Structural Equation Analysis (2003, background): “Recent years have seen a considerable growth in the number of studies addressing the cognitive mediational processes which impact on positive motivation in academic achievement contexts (Murphy and Alexander, 2000).”
A Multilevel Approach to Motivational Climate in Physical Education and Sport Settings: An Individual or a Group Level Construct? (2004, background): “Historically, researchers have assumed that individual task and ego orientation factors were substantially negatively correlated (see Murphy & Alexander, 2000; Pintrich, 2000), or even that they represented bipolar opposites of a single underlying continuum in which the endpoints of the continuum…”