Does motivation affect performance via persistence

By Regina Vollmeyer, F. Rheinberg. 2000

125 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/e717bd9fcec984c2c881a1a25513cfd72b11bf2a

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Is it Merely a Question of “What” to Prompt or Also “When” to Prompt? (2009, background): “Online prompts might have also affected motivation via improving persistence, whereas offline prompts could not serve this function ( Vollmeyer & Rheinberg, 2000 ).”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “Dresel & Ziegler, 2006 ; Nicholls, Cobb, Wood, Yackel, & Patashnick, 1990 ; Vollmeyer & Rheinberg, 2000 ).”
Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games (2011, background): “For example, Vollmeyer & Rheinberg, (2000) found that learners with high motivation showed increased task persistence and that when this was combined with initially lower levels of knowledge resulted in increased learning.”
Gender and interest processes in response to literary texts: situational and individual interest (2002, background): “In a study examining the role of motivation in a complex biology learning task, Vollmeyer and Rheinberg (2000) also measured persistence”
Interest, Learning, and the Psychological Processes That Mediate Their Relationship. (2002, methodology): “A similar measure was reported by Vollmeyer and Rheinberg (2000), who measured persistence as the number of " rounds " students spent finding out about a biology-lab system and the number of rounds to achieve a specific goal state.”
QCM: a questionnaire to assess current motivation in learning situations (2001, background): “Zu dieser Frage sind bereits einige Untersuchungen publiziert, die zeigen, wie die mit dem FAM erfasste Eingangsmotivation Lernaktivitäten und Leistungen in der Biology-lab-Aufgabe beeinflusst (Vollmeyer & Rheinberg, 1998; 1999; 2000).”
Predictors and outcomes of situational interest during a science learning task (2013, background): “The predictive chain from the first measurement point of students’ situational interest onwards highlights the importance of the initial motivational reaction at the beginning of a task that has also been observed in previous studies (Ainley et al. 2005; Vollmeyer and Rheinberg 2000).”
Motivational Effects on Self-Regulated Learning with Different Tasks (2006, methodology): “In a previous study ( Vollmeyer & Rheinberg, 2000 ), we tested the assumption that high initial motivation led learners to spend more time on a learning task (persistence) and hence to acquire more knowledge.”