A Review of Self-Report and Alternative Approaches in the Measurement of Student Motivation

By Sara M. Fulmer, Jan C. Frijters. 2009

245 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fd5842ca4fde53ce84cc057c00dcc1f913db36f5

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Modelling graduate skill transfer from university to the workplace (2016, unknown): “Self-report data may attract upward bias (see Fulmer and Frijters 2009), often due to high social desirability (Podsakoff et al. 2003).”
The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation (2018, background): “Although Pintrich (2004) points out that self-report measures, in fact, are able to capture the general propensity and aptitude to utilize self-regulatory processes, shortcomings of self-report measures have been discussed as well (Elliott, 2004; Fulmer & Frijters, 2009; Kim & Seo, 2015).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, methodology): “Fulmer and Frijters ( 2009 ) also discussed behavioral observations as an additional method of assessing motivation .”
Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. (2013, background): “Future Research According to Fulmer and Frijters (2009), new directions for measuring motivation-related constructs (i.”
Motivation During an Excessively Challenging Reading Task: The Buffering Role of Relative Topic Interest (2011, background): “There are general challenges in measuring motivation (see Fulmer & Frijters, 2009 , for a recent review).”
Relations among reading motivation, reading amount, and reading comprehension in the early elementary grades (2016, background): “Specifically, the item word choice, the sentence structure, and the response formats must be developmentally appropriate, and yet, should still be applicable in longitudinal comparisons (Chapman & Tunmer, 1995; Fulmer & Frijters, 2009; Paris & Carpenter, 2004).”