Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement

By Christopher O. Walker, Barbara A. Greene, Robert Mansell. 2006

772 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f1bfebcd311507598d26ab777f88654c4d1010f0

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Academic motivation and information literacy self-efficacy: The importance of a simple desire to know (2016, background): “Intrinsic motivation, defined as the tendency to seek out challenges and explore in order to learn (Ryan & Deci, 2000), reflects the pleasure and satisfaction derived from the experience of engaging in an activity for its own sake (Walker et al., 2006).”
Intrinsic Motivation, Learning Goals, Engagement, and Achievement in a Diverse High School. (2016, background): “In fact, both theory and research suggest that intrinsic motivation predicts engagement, which in turn, predicts academic performance and achievement (Greene et al., 2004; Walker et al., 2006).”
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement (2020, background): “…and teachers (Abdullah et al. 2012; Böheim et al. 2020; Järvelä et al. 2016; Jurik et al. 2013)), to show cognitive engagement (Liem et al. 2008;Walker et al. 2006), and to experience enjoyment (Goetz et al. 2008; Pinxten et al. 2014) and interest (Ainley and Ainley 2011; Denissen et al. 2007).”
Conceptualizing and Testing a Social Cognitive Model of the Digital Divide (2011, background): “This is because students using home computers for hedonic purposes tend to be driven by intrinsic motivation whereas students using home computers for utilitarian purposes tend to rely on extrinsic motivation (Walker et al. 2006).”
A path analysis of basic need support, self-efficacy, achievement goals, life satisfaction and academic achievement level among secondary school students (2012, positive): “Diseth, 2011 ; Elliot & Church, 1997 ; Liem Lau, & Nie, 2008 ; Walker, Greene, & Mansell, 2006 ) regard self-efficacy as predictors of goals, in accordance with the present study.”
Daily Autonomy Supporting or Thwarting and Students’ Motivation and Engagement in the High School Science Classroom (2017, background): “…with negative outcomes, including maladaptive learning strategies and attitudes, anxiety, poorer ability to cope with challenges, poor academic achievement, and even school drop-out (e.g., Lepper et al., 2005; Ryan & Connell, 1989; Vansteenkiste, Zhou, Lens, & Soenens, 2005; Walker et al., 2006).”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, neutral): “Cognitive engagement refers to the amount and types of cognitive strategies employed by students (Walker, Greene, and Mansell 2006).”