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Kim, Yeo-eun; Yu, Shirley L.; Wolters, Christopher A.; Anderman, Eric M. – Educational Psychologist, 2023
As the pursuit of multiple goals is an inescapable reality in everyday life, students are consistently challenged to self-regulate toward achieving an array of academic goals as well as social and well-being goals. Nevertheless, prominent self-regulated learning models are limited in explaining and guiding how students can self-regulate in the…
Descriptors: Goal Orientation, Self Management, Learning Strategies, Academic Aspiration
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Bardach, Lisa; Klassen, Robert M. – Educational Psychologist, 2021
Recent years have witnessed a burgeoning interest in the study of teacher motivation. Although links between teacher motivation and teacher well-being, commitment to the profession, and other teacher-related outcomes are well-documented, prior research on associations between teacher motivation and student outcomes has been less consistent. This…
Descriptors: Teacher Motivation, Self Determination, Teaching Methods, Outcomes of Education
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Muis, Krista R.; Chevrier, Marianne; Singh, Cara A. – Educational Psychologist, 2018
The purpose of this article is to delineate the role of epistemic emotions in personal epistemology and self-regulated learning (SRL). We first review important tenets of personal epistemology and SRL and then present a model of SRL that situates personal epistemology within that model. We then define epistemic emotions, describe under what…
Descriptors: Epistemology, Metacognition, Learning Strategies, Learning Processes
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Rosenzweig, Emily Q.; Wigfield, Allan – Educational Psychologist, 2016
One way to increase students' participation in science, technology, engineering, and mathematics (STEM) fields is to target their motivation. Researchers have conducted a growing number of interventions addressing students' motivation in STEM; however, this body of work has not been adequately reviewed. We systematically reviewed experimental and…
Descriptors: STEM Education, Intervention, Adolescents, Student Motivation
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Bergin, David A. – Educational Psychologist, 2016
Where does enduring individual interest come from? One answer is, through social experience that derives from a need for belongingness. Because of this need, students seek social links that influence the development of individual interest. This may occur through experiences with parents, friends, passionate affinity groups, competition, public…
Descriptors: Social Influences, Student Interests, Socialization, Transformative Learning
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Vansteenkiste, Maarten; Lens, Willy; Elliot, Andrew J.; Soenens, Bart; Mouratidis, Athanasios – Educational Psychologist, 2014
An important recent development in the achievement goal literature is to define achievement goals strictly as aims. In this overview, we argue that this restrictive definition of achievement goals paves the way for a systematic consideration of the autonomous and controlled reasons underlying individuals' achievement goals, a distinction…
Descriptors: Academic Achievement, Achievement Gains, Goal Orientation, Educational Objectives
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Belland, Brian R.; Kim, ChanMin; Hannafin, Michael J. – Educational Psychologist, 2013
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b)…
Descriptors: Student Motivation, Scaffolding (Teaching Technique), Problem Based Learning, Computer Assisted Instruction
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Linnenbrink-Garcia, Lisa; Middleton, Michael J.; Ciani, Keith D.; Easter, Matthew A.; O'Keefe, Paul A.; Zusho, Akane – Educational Psychologist, 2012
In current research on achievement goal theory, most researchers differentiate between performance-approach and performance-avoidance goal orientations. Evidence from prior research and from several previously published data sets is used to highlight that the correlation is often rather large, with a number of studies reporting correlations above…
Descriptors: Achievement, Theories, Educational Psychology, Goal Orientation
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Efklides, Anastasia – Educational Psychologist, 2011
Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The "metacognitive and affective model of self-regulated learning" (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task x Person level. At the Person level interactions between trait-like…
Descriptors: Learning Motivation, Metacognition, Cognitive Ability, Goal Orientation
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Senko, Corwin; Hulleman, Chris S.; Harackiewicz, Judith M. – Educational Psychologist, 2011
Achievement goal theory has been one of the most prominent theories of motivation in educational research for more than 25 years. It has undergone considerable revision during that span, most notably with the distinction between approach and avoidance goals, debate concerning the critical features of performance goals, and the emergence of a…
Descriptors: Student Motivation, Educational Theories, Educational Research, Mastery Learning
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Hofer, Manfred – Educational Psychologist, 2010
The unfolding of individual interests is reconstructed as part of a person's everyday experience in dealing with multiple goals. This is exemplified by referring to how adolescents cope with developmental tasks while striving for their ideal selves. Exploratory interaction with objects of potential interest is regarded as a central element that…
Descriptors: Adolescents, Developmental Tasks, Interests, Goal Orientation
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Anderman, Eric M.; Anderman, Lynley H.; Yough, Michael S.; Gimbert, Belinda G. – Educational Psychologist, 2010
In this article, we examine the relations of value-added models of measuring academic achievement to student motivation. Using an achievement goal orientation theory perspective, we argue that value-added models, which focus on the progress of individual students over time, are more closely aligned with research on student motivation than are more…
Descriptors: High Stakes Tests, Goal Orientation, Student Motivation, Data Analysis
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Eccles, Jacquelynne – Educational Psychologist, 2009
Who am I? What am I about? What is my place in my social group? What is important to me? What do I value? What do I want to do with my life? These are all questions related to what psychologists call identity. Many theorists have argued that we are driven to answer these questions, particularly during adolescence. In this article, I summarize an…
Descriptors: Reflection, Identification, Self Concept, Aspiration
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Turner, Julianne C.; Patrick, Helen – Educational Psychologist, 2008
In this article, we argue for a change in how researchers study motivation to learn. We believe that research can provide better explanations of the origins and outcomes of behavior, and thus be more useful, if we focus on how motivation develops and why it changes. We suggest reframing motivation research in education by extending the current…
Descriptors: Class Activities, Learning Activities, Student Motivation, Learning Motivation
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Muis, Krista R. – Educational Psychologist, 2007
The purpose of this article is to present an integrated theoretical model between epistemic beliefs and self-regulated learning. Based on a review of various theoretical frameworks, models, and empirical studies that have examined relations between the two constructs, this article discusses the role of epistemic beliefs in self-regulated learning.…
Descriptors: Metacognition, Hypermedia, Independent Study, Epistemology
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