Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation

Contemporary Educational Psychology - Tập 29 Số 4 - Trang 462-482 - 2004
Barbara A. Greene1, Raymond B. Miller1, H. Michael Crowson1, Bryan L. Duke1, Kristine L. Akey1
1Department of Educational Psychology, University of Oklahoma, 820 Van Vleet Oval, Norman, OK 73019-2041, USA

Tóm tắt

Từ khóa


Tài liệu tham khảo

Ames, 1992, Classrooms: Goals, structures, and student motivation, Journal of Educational Psychology, 84, 261, 10.1037/0022-0663.84.3.261

Ames, 1992, Achievement goals and the classroom motivational climate, 327

Ames, 1988, Achievement goals in the classroom: Students' learning strategies and motivation processes, Journal of Educational Psychology, 80, 260, 10.1037/0022-0663.80.3.260

Anderman, 1997, Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools, Contemporary Educational Psychology, 22, 269, 10.1006/ceps.1996.0926

Anderson, 1979, An elaborative processing explanation of depth of processing, 385

Bandura, 1986

Bandura, 1997

Bandura, A. (1995). Guide for constructing self-efficacy scales. http://www.emory.edu/EDUCATION/mfp/banguide.html

Blackburn, M. (1998). Academic cheating. Unpublished doctoral dissertation, University of Oklahoma

Brickman, S. J., & Miller, R. B. (1998). Valuing of future goals and instrumentality as predictors of cognitive engagement. Paper presented at the International Conference on Motivation, Thessaloniki, Greece

Brickman, 2001, The impact of sociocultural context on future goals and self-regulation, 119

Church, 2001, Perceptions of classroom environment, achievement goals, and achievement outcomes, Journal of Educational Psychology, 93, 43, 10.1037/0022-0663.93.1.43

Craik, 1972, Levels of processing: A framework for memory research, Journal of Verbal Learning and Verbal Behavior, 11, 671, 10.1016/S0022-5371(72)80001-X

Deci, 1981, An instrument to assess adults' orientations toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence, Journal of Educational Psychology, 73, 642, 10.1037/0022-0663.73.5.642

Dweck, 1986, Motivational processes affecting learning, American Psychologist, 41, 1040, 10.1037/0003-066X.41.10.1040

Eccles, 1983, Expectancies, values and academic behaviors, 75

Eccles, 1989, Self-concepts, domain values, and self-esteem: Relations and changes at early adolescence, Journal of Personality, 57, 283, 10.1111/j.1467-6494.1989.tb00484.x

Elliott, 1999, Approach and avoidance motivation and achievement goals, Educational Psychologist, 34, 169, 10.1207/s15326985ep3403_3

Elliot, 1999, Achievement goals, study strategies, and exam performance: A mediational analysis, Journal of Educational Psychology, 91, 549, 10.1037/0022-0663.91.3.549

Elliot, 2001, Achievement goals and the hierarchical model of achievement motivation, Educational Psychology Review, 13, 139, 10.1023/A:1009057102306

Entwistle, 1983

Graham, 1991, Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing, Journal of Educational Psychology, 83, 187, 10.1037/0022-0663.83.2.187

Greene, 1999, Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes, Sex Roles, 40, 421, 10.1023/A:1018871610174

Greene, 1996, Influences on course performance: Goals, perceived ability, and self-regulation, Contemporary Educational Psychology, 21, 181, 10.1006/ceps.1996.0015

Husman, 1999, The role of the future in student motivation, Educational Psychologist, 34, 113, 10.1207/s15326985ep3402_4

Jacoby, 1979, Effects of elaboration of processing at encoding and retrieval: Trace distinctiveness and recovery of initial context, 1

Jörkeskg, K. G., & Sörbom, D. (2002). LISREL 8.52 Chicago: Scientific Software International, Inc

Kardash, 1991, Self-reported learning strategies and learning from expository text, Contemporary Educational Psychology, 16, 117, 10.1016/0361-476X(91)90032-G

Kline, 1998

Lens, 2001, How to combine intrinsic task-motivation with the motivational effects of the instrumentality of present task for future goals, 23

Maehr, 1991, Enhancing student motivation: A schoolwide approach, Educational Psychologist, 26, 399, 10.1080/00461520.1991.9653140

Marcus, 1986, Possible selves, American Psychologist, 41, 954, 10.1037/0003-066X.41.9.954

Meece, 1988, Student's goal orientations and cognitive engagement in classroom activities, Journal of educational Psychology, 80, 514, 10.1037/0022-0663.80.4.514

Meece, 1990, Predictors of math anxiety and its consequences for young adolescents' course enrollment intentions and performances in mathematics, Journal of Educational Psychology, 82, 60, 10.1037/0022-0663.82.1.60

Miller, 1993, Goals and perceived ability: Impact on student valuing, self-regulation and persistence, Contemporary Educational Psychology, 18, 2, 10.1006/ceps.1993.1002

Miller, R. B., & Brickman, S. J. (2003). A model of future-oriented motivation and self-regulation. Paper presented as part of a symposium at the 2003 Annual Meeting of the American Educational Research, Chicago, IL

Miller, 2004, A model of future oriented motivation and self-regulation, Educational Psychology Review, 16, 9, 10.1023/B:EDPR.0000012343.96370.39

Miller, 1999, Perceived instrumentality and academics: The link to task valuing, Journal of Instructional Psychology, 26, 250

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

Nicholls, 1989

Nicholls, 1985, Adolescents' theories of education, Journal of Educational Psychology, 77, 683, 10.1037/0022-0663.77.6.683

Nolen, 1988, Reasons for studying: Motivational orientations and study strategies, Cognition and Instruction, 5, 269, 10.1207/s1532690xci0504_2

Nolen, 1990, Personal and environmental influences on students' beliefs about effective study strategies, Contemporary Educational Psychology, 15, 116, 10.1016/0361-476X(90)90011-O

Nuttin, 1984

Nuttin, 1985

Pajares, 1996, Self-efficacy beliefs and mathematical problem-solving, Contemporary Educational Psychology, 21, 325, 10.1006/ceps.1996.0025

Pajares, 2003, Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature, Reading and Writing Quarterly, 19, 139, 10.1080/10573560308222

Pajares, 2000, Relation between achievement goals and self-beliefs of middle school students in writing and science, Contemporary Educational Psychology, 25, 406, 10.1006/ceps.1999.1027

Pajares, 1999, Self-efficacy, motivation constructs, and mathematics performance of entering middle school students, Contemporary Educational Psychology, 24, 124, 10.1006/ceps.1998.0991

Pajares, 1999, Grade level and gender differences in the writing self-beliefs of middle school students, Contemporary Educational Psychology, 24, 390, 10.1006/ceps.1998.0995

Pintrich, 1990, Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, 33, 10.1037/0022-0663.82.1.33

Pintrich, 1991, Student goal orientation and self-regulation in the college, Vol. 7, 271

Pintrich, 1992, Students' motivational beliefs and their cognitive engagement in classroom academic tasks, 149

Raynor, 1974, Future orientation in the study of achievement motivation

Roeser, 1996, Perceptions of the school psychological environment and early adolescents' self-appraisals and academic engagement: The mediating role of goals and belonging, Journal of Educational Psychology, 88, 408, 10.1037/0022-0663.88.3.408

Rosenholtz, 1984, Classroom organization and student stratification, The Elementary School Journal, 85, 21, 10.1086/461389

Ryan, 2000, Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being, American Psychologist, 55, 68, 10.1037/0003-066X.55.1.68

Schunk, 1981, Modeling and attributional effects on children's achievement: A self-efficacy analysis, Journal of Educational Psychology, 73, 93, 10.1037/0022-0663.73.1.93

Simons, 2000, Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation, British Journal of Psychology, 91, 335, 10.1348/000712600161862

Weinstein, 1986, The teaching of learning strategies

Wigfield, 1994, Expectancy-value theory of achievement motivation: A developmental perspective, Educational Psychology Review, 6, 49, 10.1007/BF02209024

Wigfield, 2000, Expectancy-value theory of achievement motivation, Contemporary Educational Psychology, 25, 68, 10.1006/ceps.1999.1015

Young, 1997, I think, therefore I'm motivated: The relations among cognitive strategy use, motivational orientation and classroom perceptions over time, Learning & Individual Differences, 9, 249, 10.1016/S1041-6080(97)90009-1

Zeldin, 2000, Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers, American Educational Research Journal, 37, 215, 10.3102/00028312037001215

Zimmerman, 1994, Impact of self-regulatory influences on writing course attainment, American Educational Research Journal, 31, 845, 10.3102/00028312031004845

Zimmerman, 1990, Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use, Journal of Educational Psychology, 82, 51, 10.1037/0022-0663.82.1.51