Motivational Profile and Academic Achievement Among Students Enrolled in Different Schooling Tracks

By T. Bouffard, N. Couture. 2003

119 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c39849a3778d5e11ce0d05685e951e1350ff68b9

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Achievement Goals and Persistence Across Tasks: The Roles of Failure and Success (2011, background): “The notion that achievement goals may be pursued together led to investigations concerning the quality of engagement associated with different configurations of mastery and performance goals (e.g., Bouffard & Couture, 2003; Meece & Holt, 1993; Pintrich, 1989, 2000).”
Contrasting the Effectiveness of Fluency Interventions for Students with or at Risk for Learning Disabilities: A Multilevel Random Coefficient Modeling Meta–Analysis (2006, unknown): “Task avoidance (e.g., Morgan, Farkas, Tuﬁs, & Sperling, 2006; Torgesen et al., 1999) and poor motivation (Bouffard & Couture, 2003; Garcia & de Caso, 2004; Pintrich, Anderman, & Klobucar, 1994; Poskiparta, Niemi, Lepola, Ahtola, & Laine, 2003; Sideridis, Morgan, Botsas, Padeliadu, & Fuchs, 2006)…”
How cognitive, metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood (2010, result): “An important role of self‐efficacy believes (which were part of motivational self‐regulation) in prediction of academic success was shown also in some other studies, where transition from elementary to secondary school was examined (Bouffard, Boileau, and Vezau 2001 , Bouffard and Couture 2003 ).”
Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, background): “…the literature has been compelling with regard to the fact that students with learning deficits lack the motivation to engage in academic tasks (Bouffard & Couture, 2003; Fulk, Brigham, & Lohman, 1998; Lepola, 2004; Lepola, Salonen, & Vauras, 2000; Olivier & Steenkamp, 2004; Valas, 1999, 2001).”
Influence of achievement goals and self‐efficacy on students' self‐regulation and performance (2005, background): “Recently, authors showed that performance‐approach goals emphasizing students' pursuit and achievement of high standards to gain positive judgments of competence tend to foster academic achievement (Bouffard, Boileau, & Vezeau, 2001 ; Bouffard & Couture, 2003 ; Church, Elliot, & Gable, 2000 ; Har”