Adding nuance to the challenge-skill relationship: The interaction of perceived and actual skill
Tài liệu tham khảo
Ainley, 2005, Students: tasks and emotions: identifying the contribution of emotions to students’ reading of popular culture and popular science texts, Learning and Instruction, 15, 433, 10.1016/j.learninstruc.2005.07.011
Assor, 1992, The validity of students’ self-reports as measures of performance affecting self-appraisals, 25
Bandura, 1986
Bandura, 1981, Cultivating competence, self-efficacy: and intrinsic interest through proximal self-motivation, Journal of Personality and Social Psychology, 41, 586, 10.1037/0022-3514.41.3.586
Boekaerts, 1991, Subjective competence, appraisals and self-assessment, Learning and Instruction, 1, 1, 10.1016/0959-4752(91)90016-2
Connell, 1987, Self-system concomitants of discrepancies between children’s and teacher’s evaluations of academic competence, Child Development, 58, 1297, 10.2307/1130622
Csikszentmihalyi, 1997
Csikszentmihalyi, 1989, Optimal experience in work and leisure, Journal of Personality & Social Psychology, 56, 815, 10.1037/0022-3514.56.5.815
Csikszentmihalyi, 1993
Deci, 1985
Deci, E.L., Ryan, R.M. (2015). Intrinsic motivation inventory (IMI). Retrieved from http://www.psych.rochester.edu/SDT/measures/IMI_description.php.
Dicintio, 1999, Control is the key: unlocking the motivation of at-risk students, Psychology in the Schools, 36, 231, 10.1002/(SICI)1520-6807(199905)36:3<231::AID-PITS6>3.0.CO;2-#
Dunning, 2003, Why people fail to recognize their own incompetence, Current Directions in Psychological Science, 12, 83, 10.1111/1467-8721.01235
Durik, 2009, Revved up or turned off? How domain knowledge changes the relationship between perceived task complexity and task interest, Learning & Individual Differences, 19, 155, 10.1016/j.lindif.2008.08.005
2007
Ellis, 1994, Measurements and analysis issues with explanation of variance in daily experience using the Flow model, Journal of Leisure Research, 26, 337, 10.1080/00222216.1994.11969966
Engeser, 2008, Flow, performance: and moderators of challenge-skill balance, Motivation & Emotion, 32, 158, 10.1007/s11031-008-9102-4
Gallagher, 1997, Challenge or boredom? Gifted students’ views on their schooling, Roeper Review, 19, 132, 10.1080/02783199709553808
Goetz, 2008, Antecedents of academic emotions: testing the internal/external frame of reference model for academic enjoyment, Contemporary Educational Psychology, 33, 9, 10.1016/j.cedpsych.2006.12.002
Goetz, 2006, Academic emotions from a social-cognitive perspective: antecedents and domain specificity of students’ affect in the context of Latin instruction, British Journal of Educational Psychology, 76, 289, 10.1348/000709905X42860
Goetz, 2004, Academic achievement and emotions in mathematics: a longitudinal multilevel analysis perspective, German Journal of Educational Psychology, 18, 201
Goetz, 2007, Emotional experiences during test taking: does cognitive ability make a difference?, Learning & Individual Differences, 17, 3, 10.1016/j.lindif.2006.12.002
Gogel, 2014, My questionnaire is too long! The assessments of motivational-affective constructs with three-item and single-item measures, Contemporary Educational Psychology, 39, 188, 10.1016/j.cedpsych.2014.04.002
Hayes, 2013
Kanevsky, 2003, To produce or not to produce? Understanding boredom and the honor in underachievement, Roeper Review, 26, 20, 10.1080/02783190309554235
Kruger, 1999, Unskilled and unaware of it: how difficulties in recognizing one’s own incompetence lead to inflated self-assessments, Journal of Personality and Social Psychology, 77, 1121, 10.1037/0022-3514.77.6.1121
Larson, 1991, Boredom in the middle school years: blaming schools versus blaming students, American Journal of Education, 99, 418, 10.1086/443992
Martin, 1998, Self-reports of mathematics self-concept and educational outcomes: the roles of ego-dimensions and self-consciousness, British Journal of Educational Psychology, 68, 517, 10.1111/j.2044-8279.1998.tb01309.x
Meyer, 1997, Challenge in a mathematics classroom: students’ motivation and strategies in project-based learning, The Elementary School Journal, 97, 501, 10.1086/461878
Miller, 1996, Engagement in academic work: the role of learning goals, future consequences, pleasing others: and perceived ability, Contemporary Educational Psychology, 21, 388, 10.1006/ceps.1996.0028
Moneta, 2012, On the measurement and conceptualization of flow, 23
Moneta, 1996, The effect of perceived challenges and skills on the quality of subjective experience, Journal of Personality, 64, 274, 10.1111/j.1467-6494.1996.tb00512.x
Niemivirta, 2007, Self-efficacy, interest, and task performance: within-task changes, mutual relationships: and predictive effects, Zeitschrift für Pädagogisch Psychologie, 21, 241, 10.1024/1010-0652.21.3.241
Pajares, 1997, Current directions in self-efficacy research, 10, 1
Pajares, 1995, Self-efficacy beliefs and general mental ability in mathematical problem solving, Contemporary Educational Psychology, 20, 426, 10.1006/ceps.1995.1029
Pekrun, 2010, Boredom in achievement settings: exploring control-value antecedents and performance outcomes of a neglected emotion, Journal of Educational Psychology, 102, 531, 10.1037/a0019243
Pfister, 2002
Preckel, 2010, Ability grouping of gifted students: effects on academic self-concept and boredom, British Journal of Educational Psychology, 80, 451, 10.1348/000709909X480716
Reynolds, 1992, A structural model of high school mathematics outcomes, The Journal of Educational Research, 85, 150, 10.1080/00220671.1992.9944431
Schiefele, 1995, Motivation and ability as factors in mathematics experience and achievement, Journal for Research in Mathematics Education, 26, 163, 10.2307/749208
Schunk, 2005, Competence perceptions and academic functioning, 85
Schweinle, 2008, Understanding young adolescents’ optimal experiences in academic settings, Journal of Experimental Education, 77, 125, 10.3200/JEXE.77.2.125-146
Shernoff, 2003, Student engagement in high school classrooms from the perspective of flow theory, School Psychology Quarterly, 18, 158, 10.1521/scpq.18.2.158.21860
Skaalvik, 1995, A test of the internal/external frame of reference model at different levels of math and verbal self-perception, American Educational Research Journal, 32, 161, 10.3102/00028312032001161
Spinath, 2006, Predicting school achievement from general cognitive ability, self-perceived ability and intrinsic value, Intelligence, 34, 363, 10.1016/j.intell.2005.11.004
Taylor, 1994, Positive illusions and well-being revisited: separating fact from fiction, Psychological Bulletin, 116, 21, 10.1037/0033-2909.116.1.21
Tulis, 2013, Students' motivational and emotional experiences during academic challenge in mathematics and reading, Learn. Individ. Differ., 27, 35, 10.1016/j.lindif.2013.06.003
Wigfield, 2002, The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence, 91
Wilkins, 2002, Predicting student growth in mathematical content knowledge, The Journal of Educational Research, 95, 288, 10.1080/00220670209596602
Yoon, 1996, Self-concept of ability, value, and academic achievement: a test of causal relations