Learning and Motivation in the Postsecondary Classroom

By Marilla D. Svinicki. 2004

311 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bcd76d5621afeab2f9795980c4a552cbc66d02eb

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Citations in the corpus

Cognitive apprenticeship theory and its implications for doctoral education: a case example from a doctoral program in higher and adult education (2009, methodology): “In addition to the methods and steps involved in cognitive apprenticeship, this approach also recognizes the importance of the learning context in promoting motivation and supporting learning (Lave & Wenger, 1991; Svinicki, 2004; Wenger, 1999).”
Motivating Factors for Adult Learners in Higher Education. (2014, background): “Svinicki (2004) asserts that learners’ intrinsic motivation relieves the instructor of the task of constant supervision and reinforcement and reiterates motivation theorists’ contention that if extrinsic motivation is provided for a behavior that was initially already intrinsically motivating, the…”
Problem‐based Learning: Influence on Students' Learning in an Electrical Engineering Course (2011, background): “Furthermore, students are overconfident in their learning after they have heard a lecture compared to when they have to solve a problem because the instructor's knowledge and understanding is mistaken to be one's own (Glenberg & Epstein, 1987; Svinicki, 2004).”
Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering. (2012, background): “Future DBER studies might build on the extensive literature on motivation, especially expectancy and value orientation in cognitive science and in the broader higher education literature (e.g., Ambrose et al., 2010; Svinicki, 2004).”
The Principal's Role in Fostering Collaborative Learning Communities Through Faculty Study Group Development (2008, background): “Constructivist theory supports the premise that teachers can construct knowledge and make meaningful connections that become incorporated into their existing repertoire (Svinicki, 2004).”
Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study (2012, background): “Five measurable dimensions which reflect this critical thinking ability include recognition of assumptions, induction, deduction, interpretation, and evaluation of arguments (Yeh, 2003).”