Motivation, Interest, and Positive Affect in Traditional and Nontraditional Undergraduate Students

By Dorothea Bye, D. Pushkar, M. Conway. 2007

398 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/cc546db3201b01299d5377b32ed924cc5071bad3

How researchers see this paper

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

In Education

1. Karen Nelson
2. E. Kahu
3. C. Picton
4. Timo Gnambs
5. Barbara Hanfstingl
6. C. Stephens
7. L. Leach
8. N. Zepke

In Experimental and Cognitive Psychology

1. C. Picton
2. Timo Gnambs
3. Barbara Hanfstingl
4. Karen Nelson
5. C. Stephens
6. L. Leach
7. N. Zepke
8. E. Kahu

In Social Psychology

1. C. Picton
2. Timo Gnambs
3. Barbara Hanfstingl
4. Karen Nelson
5. C. Stephens
6. L. Leach
7. N. Zepke
8. E. Kahu

Citations in the corpus

• An Investigation of Students Attitude and Motivation toward Online Learning (2007, background): “Some studies have linked high internal motivation with positive emotional results (Bye et al., 2007).”
• The challenge–skill balance and antecedents of flow: A meta-analytic investigation (2015, neutral): “Bye, Pushkar, and Conway (2007) revealed that younger traditional age college students had the same levels of intrinsic and extrinsic motivation as older non-traditional age college students, suggesting the same difficulty in experiencing flow across age groups.”
• The decline of academic motivation during adolescence: an accelerated longitudinal cohort analysis on the effect of psychological need satisfaction (2016, background): “…(e.g. Krapp, 2005; Lam, Cheng, & Ma, 2009; Lepper et al., 2005; Rijavec et al., 2003), better task performance (Grolnick & Ryan, 1987), the experience of positive affect (Bye et al., 2007), and also higher levels of general life satisfaction (Burton, Lydon, D’Alessandro, & Koestner, 2006).”
• Five Key Ingredients for Improving Student Motivation (2011, neutral): “(Dean and Dagostino, 2007; Daniels, 2010; Bye, Pushkar, and Conway, 2007; Afzal, et al., 2010) • Various individual and social factors: Overall academic motivation is affected by various individual and social factors.”
• Student interest as a key driver of engagement for first year students. (2017, background): “According to Dewey (1913), interest is essential for pleasurable satisfying learning, and research has confirmed that interest predicts both intrinsic motivation for learning and positive affect (Bye, Pushkar, & Conway, 2007).”
• Linking academic emotions and student engagement: mature-aged distance students’ transition to university (2015, result): “These findings support previous work illustrating the role of interest in encouraging persistence (Sansone and Smith 2000) and intrinsic motivation (Bye et al. 2007).”