Motivational Influences on Student Participation in Classroom Learning Activities.

By Julianne C. Turner, H. Patrick. 2004

271 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/cd2edfc6d0adee54ca7e3166f453f144de271ffa

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Real-time motivation and engagement during a month at school: Every moment of every day for every student matters (2015, background): “Turner and colleagues (Turner, 2001; Turner & Patrick, 2004) also talk about how constraints and opportunities provided by context impact students' experience and the expression of motivation and engagement.”
Positive Classroom Motivational Environments : Convergence between Mastery Goal Structure and Classroom Social Climate. (2011, background): “Adding to variability in perceptions, students in the same class are often treated differently and therefore do not experience the same educational context (Ames, 1992b; Turner & Patrick, 2004).”
Engaging Students to Learn Through the Affective Domain: A new Framework for Teaching in the Geosciences (2011, background): “Emotionally supportive environments can be fostered by creating a community of learners, providing helpful feedback, and creating opportunities for peer interactions that limit competition (Turner and Patrick, 2004).”
How Does Motivation Develop and Why Does It Change? Reframing Motivation Research (2008, background): “Both agreed that the emphasis on demonstrating one's ability was salient in their classroom ( Turner & Patrick, 2004 ).”
The Effects of Cooperative Learning on Junior High School Students' Behaviours, Discourse and Learning During a Science-Based Learning Activity (2008, background): “…2005), based on the assumption that children are more motivated to learn when they are encouraged to be active participants in the learning process, investigate problems that challenge their curiosity and think creatively as the work towards commonly agreed conclusions (Turner and Patrick, 2004).”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “In their studies on classroom interaction Turner and her colleagues (Turner et al., 1998; Turner et al., 2003; Turner & Patrick, 2004) have considered the role of context as affording or constraining opportunities for individual student motivation.”
Self-Regulation in the Classroom: A Perspective on Assessment and Intervention (2005, unknown): “For example, Turner and Patrick (2004), who studied two students’ participation in mathematics during two consecutive school years, found that participation behavior was related to teacher expectations, calling patterns, and levels of motivational as well as instructional support.”
Effects of Perceived Teacher Practices on Latino High School Students’ Interest, Self-Efficacy, and Achievement in Mathematics (2014, background): “In a more recent case study, Turner and Patrick (2004) highlighted how student participation depended in part on teacher instructional practices that support content understanding.”
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions (2016, unknown): “Meanwhile, students in classrooms that emphasize performance goals are more likely to avoid challenging material and give up more easily (Turner and Patrick 2004; Wolters 2004).”
Attentive Facework During Instructional Feedback: Key to Perceiving Mentorship and an Optimal Learning Environment (2008, background): “For example, offering teacher support, sustaining peer-peer work on tasks, and promoting mutual respect are the clearly face-relevant components that Ryan and Patrick (2001) identified as the keys to healthy learning environments, as is the ‘‘nonthreatening’’ and ‘‘supportive’’ nature of information”
Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts (2006, background): “Their findings also support our conclusion that effective instructional interactions respond to student emotions, suggesting how a classroom goal structure may be emotionally scaffolded (Meyer & Turner, 2006; Patrick et al., 2003; Turner et al., 2003; Turner & Patrick, 2004).”