Competence motivation in the classroom

By Tim Urdan, Julianne C. Turner. 2005

246 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c742c9fb79c4e23c10ad285d9937b7a6c893a2ab

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Citations in the corpus

The Effect of an Intervention to Improve Newly Qualified Teachers' Interpersonal Style, Students Motivation and Psychological Need Satisfaction in Sport-Based Physical Education. (2010, background): “Several scholars (e.g., Patrick, Anderman, Ryan, Edelin, & Midgley, 2001; Urdan & Turner, 2005) have underlined the necessity to carry out studies that enable the examination of possible causal links in order to improve our understanding of the relationship between instructional practices and…”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “Accordingly, we recommend that both motivational researchers and content and curriculum specialists work hand in hand with practitioners to focus on supporting mastery goal structures while also moving away from performance goal structures (Urdan & Turner, 2005).”
Black and Belonging at School: A Case for Interpersonal, Instructional, and Institutional Opportunity Structures (2018, background): “As scholars have previously discussed (Urdan & Turner, 2005), social dimensions of schooling are distinct from, but can influence, competence motivation.”
Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation (2014, background): “Finally, feedback, assessment and teacher support, provided at individual level, support students’ sense of competence (Urdan and Turner 2005).”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, background): “…– for example, instructions and feedback – that can affect personal factors influencing self-regulation such as motivation and self-efficacy (Alonso-Tapia & Fernandez, 2008; Black & William, 1998; Efklides, 2011; Pardo & Alonso-Tapia, 1992; Urdan & Turner, 2005; Zimmerman & Kitsantas, 2005).”
Weaving Cultural Relevance and Achievement Motivation Into Inclusive Classroom Cultures (2018, background): “…such as the nature of instruction, tasks, and activities that take place in a classroom (Anderman & Gray, 2017; Linnenbrink-Garcia & Patall, 2016; Urdan & Turner, 2005), as well as the interpersonal context of the classroom (see Wentzel, 2017; Wentzel & Muenks, 2016) and forces related to school…”
What makes lessons interesting?: The role of situational and individual factors in three school subjects (2008, background): “…survey, and longitudinal studies have provided evidence to confirm the positive effects of this type of autonomy support on students’ interest and engagement (Deci et al., 1991; Krapp, 2002a, 2005; Reeve, 2002; Ryan & Deci, 2000b; Trouilloud, Sarrazin, Bressoux, & Bois, 2006; Urdan & Turner, 2005).”
The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. (2009, background): “research, Wolters (2004) conducted a series of regression analyses testing perceived classroom goal structure x personal achievement goal effects.”