How Does Motivation Develop and Why Does It Change? Reframing Motivation Research

By Julianne C. Turner, H. Patrick. 2008

183 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cb9208b2b54f7074a402b3f47f671f6d462168dc

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Enhancing Students’ Engagement (2014, background): “Finally, the dynamic nature of teacher-student interaction as demonstrated in the SSGs implies the need for more dynamic theories of motivation and engagement (cf. Turner & Patrick, 2008).”
Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, background): “First, much of the research that has focused on motivation has had a tendency to target the individual as the source of problems and the site of remediation (Turner & Patrick, 2008).”
Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course (2012, background): “Thus, a holistic view is needed to understand both motivation and academic emotions (Meyer and Turner 2006; Op ‘t Eynde and Turner 2006; Turner and Patrick 2008; Hannula 2006).”
Examining motivation in online distance learning environments: Complex, multifaceted and situation-dependent (2011, background): “Viewing motivation solely as an effect of the learning environment or as a learner attribute does not recognise that individuals can be motivated to a greater or lesser degree, and in different ways, in any given context and time (Turner & Patrick, 2008).”
Coding Classroom Interactions for Collective and Individual Engagement (2015, background): “Thus, Volet et al. (2009) argued for an integrative perspective that combines individual and social and suggested the need for cross-level analyses (see also McCaslin, 2009; Turner & Patrick, 2008).”
Expectancy-value theory: retrospective and prospective (2010, background): “…increasingly are interested in how children’s motivation is affected by the different educational contexts that they experience (e.g., Hickey, 1997, 2008; Hickey & Granade, 2004; Nolen, 2007; Nolen & Ward, 2008; Perry et al., 2006; Turner et al., 2002; Turner & Patrick, 2008; Urdan, 1999).”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, background): “How individual students interact differently with their classroom environments is fundamental to deepen understandings of how and why motivations change (Turner & Patrick, 2008).”
Teacher–student interpersonal relationships and academic motivation within one school year: developmental changes and linkage (2012, background): “Currently, research on student motivation seems to be central to research in the learning and teaching context (Pintrich, 2003; Turner & Patrick, 2008).”
Understanding Regulated Learning in Situative and Contextual Frameworks (2015, background): “These studies explicitly address social context in regulation of learning, including, for example, the role of tasks, teachers, pedagogical designs, and technological support (Azevedo, 2005; J€arvel€a, & Hadwin, 2013; Perry, 1998; Turner & Patrick, 2008).”
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. (2012, background): “According to Turner and Patrick (2008), attending to participants’ perceptions of contexts is important because individuals do not all interpret the same context in identical ways.”
The Peter Effect Revisited: Reading Habits and Attitudes of College Students (2014, background): “Teachers at all grade levels need to be able to identify learners who appear to be developing a passive view of reading, and take steps to correct that erroneous view (Turner & Patrick, 2008).”