Self-regulation of motivation when learning online: the importance of who, why and how

By Carol Sansone, Tamra B. Fraughton, Joseph L. Zachary, Jonathan E. Butner, Cecily Heiner. 2011

94 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fc8d0cbff625100c4a026f7250347bf069b3116e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Ann Renninger
2. Suzanne Hidi
3. Mary D. Ainley
4. Chris S. Hulleman
5. Brett D. Jones
6. Allan Wigfield
7. Judith M. Harackiewicz
8. David A. Bergin

In Education

1. K. Ann Renninger
2. Suzanne Hidi
3. Brett D. Jones
4. Chris S. Hulleman
5. Mary D. Ainley
6. Judith M. Harackiewicz
7. S. Schukajlow
8. Emily M. Grossnickle

Citations in the corpus

• One to One Technology and Its Effect on Student Academic Achievement and Motivation. (2015, background): “This finding from Sansone et al. (2011) shows the importance of using the four characteristics from Keller (1987).”
• Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “Not surprisingly, differences in students’ initial interest for a task such as computing has also been found to affect their ability to work with additional information as well as their resulting interest experience (Sansone, Fraughton, Zachary, Butner, & Heiner, 2011 ).”