Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation

By Barbara A. Greene, Raymond Miller, H. Crowson, Bryan L. Duke, Kristine L. Akey. 2004

983 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f254b37ea978fd2fd2a20a9fc55b9fac371a7725

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, neutral): “…on competence demonstration have been linked to test anxiety and low levels of effort, self-efﬁcacy, and interest (e.g., Ames & Archer, 1988; Barker, McInery, & Dowson, 2002; Elliott & Dweck, 1988; Grant & Dweck, 2003; Greene et al., 2004; Meece, Blu-menfeld, & Hoyle, 1998; Linnenbrink, 2005).”
The Relationships Among Students' Future-Oriented Goals and Subgoals, Perceived Task Instrumentality, and Task-Oriented Self-Regulation Strategies in an Academic Environment (2008, background): “The contribution of perceived task instrumentality to achievement and to other motivational factors in academic settings has been widely recognized (e.g., Brickman & Miller, 2001; Greene et al., 2004; Miller & Brickman, 2004; Raynor, 1970, 1974; Vansteenkiste, Simons, Lens, Soenens, et al., 2004).”
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).”
Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners (2016, result): “On the one hand, this is in line with findings from other studies, which highlighted the importance of these components for SRL (Greene et al., 2004; Liem et al., 2008; Robbins et al., 2004) and showed that self-regulated learners who are characterized by high levels self-concept and self-efficacy e”
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, background): “Finally, a fourth conception posits that goals are predicted by expectancies and task-values and that both expectancy-value variables and achievement goals predict achievement outcomes (Greene, et al. 1999; Greene et al. 2004; Liem et al. 2008; Maehr 1984; Pintrich 2003a).”