A. Tanaka
Experimental and Cognitive Psychology · 2014
A researcher in the Science corpus: 1 paper; trusts 26 researchers and is trusted by 3 researchers here, as inferred from the citation graph.
Subfields
- Experimental and Cognitive Psychology — 47 citations into it; #5,679 of 9,731 by trust here, #7,727 by citations
- Social Psychology — 41 citations into it; #9,237 of 15,694 by trust here, #12,701 by citations
- Education — 14 citations into it
- Developmental and Educational Psychology — 10 citations into it
- Safety Research — 8 citations into it
- Cognitive Neuroscience — 5 citations into it; #6,628 of 10,852 by trust here, #9,185 by citations
Whom A. Tanaka trusts overall
Their strongest outbound trust, strongest first, inferred from their citations.
- Reinhard Pekrun
- A. Elliot
- P. Pintrich
- Kou Murayama
- Mary D. Ainley
- Suzanne Hidi
- Daniel J. Bauer
- Chris S. Hulleman
- Thomas Goetz
- K. Ann Renninger
Who trusts A. Tanaka overall
Papers from A. Tanaka's perspective
Ordered by how strongly the researchers A. Tanaka trusts endorse each paper. Same corpus, a different order for every researcher.
- The Four-Phase Model of Interest Development
- Individual interest and its implications for understanding intrinsic motivation
- Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (American Psychologist)
- Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance.
- Situational Interest: A Review of the Literature and Directions for Future Research
- Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
- A Conceptual History of the Achievement Goal Construct.
- Structural and Dynamic Aspects of Interest Development: Theoretical Considerations from an Ontogenetic Perspective.
- Task values, achievement goals, and interest: An integrative analysis.
- The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice