Skill and will: The role of motivation and cognition in the learning of college chemistry

By Akane Zusho, P. Pintrich, Brian P. Coppola. 2003

542 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/fcd3edd42a89120965487e3633f938ff3f5d9715

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Undergraduate STEM Achievement and Retention (2016, background): “Relevance as perceived by students is related to both grades (Ironsmith et al., 2003; Obrentz, 2012; Zusho et al., 2003) and retention in STEM (Hurtado, Newman, Tran, & Chang, 2010; Jones, Paretti, Hein, & Knott, 2010).”
Student Motivation and Learning in Mathematics and Science: A Cluster Analysis (2016, background): “Self-efficacy plays an important role in improving mathematical problem-solving skills of middle school students (e.g. Pajares & Graham, 1999) and science achievement in high schools (e.g. Zusho et al., 2003).”
College Students Solving Chemistry Problems: A Theoretical Model of Expertise (2009, background): “…finding that chemistry self-efficacy influenced strategy use and problem solving is also consistent with other studies conducted on students’ chemistry self-efficacy, such as that of Zusho et al. (2003), and with historical accounts of the role that self-efficacy played in chemistry achievement.”
Current issues in achievement goal theory and research (2003, background): “For example, Zusho, Pintrich, and Schnabel (2003) , in a three-wave short-term longitudinal study in university chemistry courses, found that even after controllingfor wave 1 measures of outcomes, mastery-approach goals positively predicted the increase in the use of elaboration strategies.”
Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms (2011, background): “As in prior studies (Linnenbrink & Pintrich, 2003; Pintrich & De Groot, 1990; Zusho et al., 2003), in addition to relations at the beginning and end of the term, it was possible to examine: (a) whether students’ initial motivation toward mathematics predicted the use of learning strategies reported…”
Cognitive conflict and situational interest as factors influencing conceptual change (2010, unknown): “…by various factors such as students‘ characteristics, domain specificity, and social context (Ainley et al., 2002; Chen & Darst, 2002; Duit & Treagust, 2003; Kang et al., 2005; Limón, 2001; Sacco & Bucciarelli, 2008; Sinatra & Pintrich, 2003; Zohar & Aharon-Kravetsky, 2005; Zusho & Pintrich, 2003).”
The effects of diaries on self-regulation strategies of preservice science teachers (2010, background): “For example, Zusho and Pintrich (2003) found that the motivational component of task value was one of the best predictors of final course performance even after controlling prior achievement.”
The contribution of cognitive and metacognitive strategy use to students' science achievement (2010, background): “In another study, Zusho, Pintrich, and Coppola ( 2003 ) examined the role of motivation and strategy use on college students' final chemistry achievement.”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “As a result, in recent decades, educational and psychological researchers have focused on student motivation and its effect on science achievement (Yumusak, Sungur, and Cakiroglu 2007; Zusho, Pintrich, and Coppola 2003).”