Do Reasons for Attending College Affect Academic Outcomes?: A Test of a Motivational Model From a Self-Determination Theory Perspective

By Douglas A. Guiffrida, Martin F. Lynch, Andrew F Wall, Darlene S. Abel. 2013

147 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fdc35348ced422354697577bc8b815a7ce2fb8e0

How researchers see this paper

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

In Education

1. Carol A. Lundberg
2. Young K. Kim
3. Kelly-Ann Allen
4. D. Brodrick
5. Christopher D. Slaten
6. Jonathan K. Ferguson
7. L. Waters
8. Stephen R. Porter

In Experimental and Cognitive Psychology

1. Kelly-Ann Allen
2. Carol A. Lundberg
3. L. Waters
4. Young K. Kim

In Social Psychology

1. Carol A. Lundberg
2. Young K. Kim
3. Kelly-Ann Allen
4. L. Waters
5. Terrell Lamont Strayhorn
6. Stephen R. Porter

Citations in the corpus

• A Structural Model of the Relationship Between Student–Faculty Interaction and Cognitive Skills Development Among College Students (2015, result): “Consistent with previous studies (Abel 2013; Bean 1980; Crombie et al. 2003; Endo and Harpel 1982; Gasiewski et al. 2012; Guiffrida et al. 2013; Kim and Sax 2011; Pascarella and Terenzini 1976, 1977, 1978, 1979; Umbach and Wawrzynski 2005; Volkwein et al. 1986), results from the final structural mod”
• School Belonging: A Review of the History, Current Trends, and Future Directions (2016, background): “Further research has suggested that while school belonging may be related to academic performance, it is not necessarily related to college students’ persistence to graduation (Guiffrida et al., 2013).”