A motivational model of persistence in science education: A self-determination theory approach

By Geneviève L. Lavigne, Robert J. Vallerand, P. Miquelon. 2007

201 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f95765278354cd60f35da300e61b4f41579e7666

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation (2014, result): “This supports past research suggesting that amotivation is highly detrimental for school achievement (Lavigne et al., 2007; Otis et al., 2005).”
The roles of autonomy support and harmonious and obsessive passions in educational persistence (2013, methodology): “This scale was derived from existing measures of autonomy support (Lavigne et al., 2007; Pelletier et al., 2001).”
Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress (2017, background): “It would therefore be interesting to explore in more detail the link between supervisor’s attitudes and students’ outcomes (Lavigne et al. 2007) and, conversely, how progression may be related to seeking help from the supervisor (Grunschel et al. 2013).”
A prospective investigation of students’ academic achievement and dropout in higher education: a Self-Determination Theory approach (2018, result): “These results generally concur with previous studies on dropout and academic achievement (Guay & Vallerand, 1997; Hardre & Reeve, 2003; Lavigne et al., 2007; Ntoumanis, 2005; Sarrazin, Vallerand, Guillet, Pelletier, & Cury, 2002).”
Motivation and coping with the stress of assessment: Gender differences in outcomes for university students (2017, background): “Studies have noted strong links between academic motivation and educational as well as vocational intentions (Lavigne et al., 2007; Lazarides & Watt, 2015; Wang, 2012), and that intentions are an important antecedent of future behavior (Ajzen, 2001), including career success (van Yperen, 2009).”
Do outreach activities in secondary STEM education motivate students and improve their attitudes towards STEM? (2018, background): “Adding outreach activities to the curriculum would thus potentially add value for students’ reported intrinsic motivation for getting more involved in STEM activities, assuming that more positive perceptions of the learning environment elements would also lead to higher perceived satisfaction of the”