Motivation theory in educational practice: Knowledge claims, challenges, and future directions.

By Avi Kaplan, I. Katz, H. Flum. 2012

92 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c664bc3cad58559a822130e9b53af145354eee92

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Michael J. Middleton
2. Paul A. O’Keefe
3. Lisa Linnenbrink-Garcia
4. Akane Zusho
5. Sarah M. Kiefer
6. Keith D. Ciani
7. Matthew A. Easter
8. Sanna Järvelä

In Experimental and Cognitive Psychology

1. Lisa Linnenbrink-Garcia
2. Paul A. O’Keefe
3. Keith D. Ciani
4. Michael J. Middleton
5. C. Ellerbrock
6. Akane Zusho
7. Sarah M. Kiefer
8. K. Alley

In Social Psychology

1. Paul A. O’Keefe
2. Keith D. Ciani
3. Lisa Linnenbrink-Garcia
4. Michael J. Middleton
5. C. Ellerbrock
6. Akane Zusho
7. Sarah M. Kiefer
8. K. Alley

Citations in the corpus

• The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, methodology): “For instance, Law et al. (2012) utilized a grid approach, similar to the affective grids used to assess the dimension of valence and affect, to force students to agree/disagree with paired performance-approach and performance-avoidance items.”
• Teacher and Peer Support for Young Adolescents’ Motivation, Engagement, and School Belonging (2015, background): “Following earlier studies (Anderman & Kaplan, 2008; Daniels & Arapostathis, 2005; Kaplan et al., 2012), we conducted qualitative interviews that allowed students, teachers, and administrators to explain and elaborate upon initial survey results, providing a detailed understanding of the ways…”