Motivation and Classroom Learning

By P. Pintrich. 2003

300 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fe2fbca06dca4ae57190a2c67c6089ec0a46bf22

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Self-regulated learning: current and future directions. (2004, methodology): “Pintrich and collaborators have created this self-reporting tool with 81 items, based on the motivational model of expectancy times value (Pintrich, 2003; Wigfield and Eccles, 2000), with the objective of measuring different motivational components and the use of learning strategies in a given…”
The relation between achievement goal and expectancy-value theories in predicting achievement-related outcomes: A test of four theoretical conceptions (2013, background): “Among contemporary social-cognitive theories of motivation, achievement goal theory (Ames 1992; Dweck and Leggett 1988; Elliot 1999, 2006) and expectancy-value models (Eccles et al. 1983; Feather 1992; Pintrich 2003a; Wigfield and Eccles 2000) are dominant.”
Stability in motivation during teacher education (2010, background): “There are, however, different views among the theorists concerning what constitutes and maintains the energy and direction for a given behaviour (Pintrich 2003b).”
Feedback Strategies for Interactive Learning Tasks (2007, background): “Many theories of motivation suggest that perceived values of task processing and self-perceptions of competence are crucial factors in learners’ motivation (Pintrich, 2003).”
Interactive Multimodal Learning Environments (2007, background): “engagement (Pintrich 2003).”
Learning Science in Immersive Virtual Reality (2018, background): “According to Pintrich (2003), student motivation lies in a valueexpectancy model, a combination of the two theories described, in which motivation depends on a learner’s values, which gets the student started (e.g., liking the material), and expectancies, which keeps him or her going (e.g., feeling…”
Emotional design in multimedia learning: Effects of shape and color on affect and learning (2014, background): “One, based on work summarized by Pintrich (2003), suggests that these processes of selecting, organizing, and integrating are mediated by motivational factors that impact cognitive engagement.”
The Big Five personality traits, goal orientations, and academic achievement (2017, background): “…report an intrinsic interest in gaining knowledge) and performance goal orientations (where learners report a motivational focus on grades and demonstrating their abilities to others) (Fryer & Elliot, 2008; Maehr & Zusho, 2009; Pintrich, 2000a, 2000b; Pintrich, 2003; Wosnitza & Volet, 2012).”