The importance of motivation as a predictor of school achievement
Tóm tắt
Từ khóa
Tài liệu tham khảo
Ajzen, 1988
Ajzen, 1977, Attitude–behavior relations: A theoretical analysis and review of empirical research, Psychological Bulletin, 84, 888, 10.1037/0033-2909.84.5.888
Amthauer, 2001
Bandura, 1977, Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, 84, 191, 10.1037/0033-295X.84.2.191
Bühner, 2006, Is the I-S-T 2000 R Rasch scaleable?, Diagnostica, 52, 119, 10.1026/0012-1924.52.3.119
Covington, 2000, Goal theory, motivation, and school achievement: An integrative review, Annual Review of Psychology, 51, 171, 10.1146/annurev.psych.51.1.171
Deary, 2007, Intelligence and educational achievement, Intelligence, 35, 13, 10.1016/j.intell.2006.02.001
Dupeyrat, 2005, Implicit theories of intelligence, goal orientations, cognitive engagement, and achievement: A test of Dwecks' model with returning to school adults, Contemporary Educational Psychology, 30, 43, 10.1016/j.cedpsych.2004.01.007
Dweck, 1986, Motivational processes affecting learning, American Psychologist, 41, 1040, 10.1037/0003-066X.41.10.1040
Dweck, 1988, A social-cognitive approach to motivation and personality, Psychological Review, 95, 256, 10.1037/0033-295X.95.2.256
Eccles, 1983, Expectancies, values, and academic behaviors, 75
Eccles, 1995, In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs, Personality and Social Psychology Bulletin, 21, 215, 10.1177/0146167295213003
Eccles, 2002, Motivational beliefs, values, and goals, Annual Review of Psychology, 53, 109, 10.1146/annurev.psych.53.100901.135153
Elliot, 1997, A hierarchical model of approach and avoidance achievement motivation, Journal of Personality and Social Psychology, 72, 218, 10.1037/0022-3514.72.1.218
Elliot, 1999, Test anxiety and the hierarchical model of approach and avoidance achievement motivation, Journal of Personality and Social Psychology, 76, 628, 10.1037/0022-3514.76.4.628
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
Frey, 2004, Scholastic assessment or g? The relationship between the scholastic assessment test and general cognitive ability, Psychological Science, 15, 373, 10.1111/j.0956-7976.2004.00687.x
Gagné, 2002, When IQ is controlled, does motivation still predict achievement?, Intelligence, 30, 71, 10.1016/S0160-2896(01)00068-X
Gjesme, T., and Nygard, R. (1970). Achievement-related motives: Theoretical considerations and construction of a measuring instrument. University of Oslo: Unpublished manuscript.
Gose, 1980, The relative potential of self-concept and intelligence as predictors of achievement, Journal of Psychology, 104, 279, 10.1080/00223980.1980.12062977
Göttert, 1980, AMS — Achievement Motives Scale von Gjesme und Nygard — Deutsche Fassung [AMS — German version], 194
Gottfried, 1985, Academic intrinsic motivation in elementary and junior high school students, Journal of Educational Psychology, 77, 631, 10.1037/0022-0663.77.6.631
Gottfried, 1990, Academic intrinsic motivation in young elementary school children, Journal of Educational Psychology, 82, 525, 10.1037/0022-0663.82.3.525
Greene, 1996, Influences on achievement: Goals, perceived ability, and cognitive engagement, Contemporary Educational Psychology, 21, 181, 10.1006/ceps.1996.0015
Guay, 2003, Academic self-concept and academic achievement: Developmental perspectives on their causal ordering, Journal of Educational Psychology, 95, 124, 10.1037/0022-0663.95.1.124
Gustafsson, 1996, Individual differences in cognitive functions, 186
Harackiewicz, 1997, Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade, Journal of Personality and Social Psychology, 73, 1284, 10.1037/0022-3514.73.6.1284
Jackson, 1967
Jackson, 1974
Jacobs, 2002, Changes in children's self-competence and values: Gender and domain differences across grades one though twelve, Child Development, 73, 509, 10.1111/1467-8624.00421
Kuncel, 2004, Academic performance, career potential, creativity, and job performance: Can one construct predict them all?, Journal of Personality and Social Psychology, 86, 148, 10.1037/0022-3514.86.1.148
LeBreton, 2007, A multidimensional approach for evaluating variables in organizational research and practice, Personnel Psychology, 60, 475, 10.1111/j.1744-6570.2007.00080.x
Lloyd, 1984, Intrinsic intellectuality: Its relations to social class, intelligence, and achievement, Journal of Personality and Social Psychology, 46, 646, 10.1037/0022-3514.46.3.646
Lopez, 1999, Social cognitive influences on self-regulated learning: The impact of action-control beliefs and academic goals on achievement-related outcomes, Learning and Individual Differences, 11, 301, 10.1016/S1041-6080(99)80005-3
Marsh, 1999, Causal ordering of academic self-concept and achievement: reanalysis of a pioneering study and revised recommendations, Educational Psychologist, 34, 155, 10.1207/s15326985ep3403_2
Marsh, 2004, Explaining paradoxical relations between academic self-concepts and achievements: Cross-cultural generalizability of the internal/external frame of reference predictions across 26 countries, Journal of Educational Psychology, 96, 56, 10.1037/0022-0663.96.1.56
Marsh, 1983, Preadolescent self-concept: Its relation to self-concept as inferred by teachers and to academic ability, British Journal of Educational Psychology, 53, 60, 10.1111/j.2044-8279.1983.tb02536.x
Marsh, 2005, Academic self-concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering, Child Development, 76, 397, 10.1111/j.1467-8624.2005.00853.x
Marsh, 2006, Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement, Journal of Personality, 74, 403, 10.1111/j.1467-6494.2005.00380.x
Marsh, 1997, Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data, Journal of Educational Psychology, 89, 41, 10.1037/0022-0663.89.1.41
McClelland, 1953
Meece, 1993, A pattern analysis of student's achievement goals, Journal of Educational Psychology, 85, 582, 10.1037/0022-0663.85.4.582
Midgley, 1995, Differences between elementary and middle school teachers and students: A goal theory approach, Journal of Early Adolescence, 15, 90, 10.1177/0272431695015001006
Murphy, 2000, A motivated exploration of motivation terminology, Contemporary Educational Psychology, 25, 3, 10.1006/ceps.1999.1019
Murray, 1938
Nicholls, 1984, Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance, Psychological Review, 91, 328, 10.1037/0033-295X.91.3.328
Nicholls, 1985, Adolescents' theories of education, Journal of Educational Psychology, 77, 683, 10.1037/0022-0663.77.6.683
Paunonen, 2001, Big five predictors of academic achievement, Journal of Research in Personality, 35, 78, 10.1006/jrpe.2000.2309
Robbins, 2004, Do psychosocial and study skill factors predict college outcomes? A meta-analysis, Psychological Bulletin, 130, 261, 10.1037/0033-2909.130.2.261
Roth, 1996, Meta-analyzing the relationship between grades and job performance, Journal of Applied Psychology, 81, 548, 10.1037/0021-9010.81.5.548
Schicke, 1994, Contributions of self-concept and intelligence to the prediction of academic achievement among grade 4, 6, and 8 students, Canadian Journal of School Psychology, 10, 62, 10.1177/082957359401000108
Schöne, 2002
Shavelson, 1976, Self-concept: Validation of construct interpretations, Review of Educational Research, 46, 407, 10.3102/00346543046003407
Skaalvik, 1990, Academic achievement and self-concept: An analysis of causal predominance in a developmental perspective, Journal of Personality and Social Psychology, 58, 292, 10.1037/0022-3514.58.2.292
Skaalvik, 1999, Relations among achievement, self-concept, and motivation in mathematics and language arts: A longitudinal study, Journal of Experimental Education, 67, 135, 10.1080/00220979909598349
Spangler, 1992, Validity of questionnaire and TAT measures of need for achievement: Two meta-analyses, Psychological Bulletin, 112, 140, 10.1037/0033-2909.112.1.140
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
Spinath, 2002
Steinmayr, 2006, First results regarding the criterion validity of the I-S-T 2000 R concerning adults of both sex, Diagnostica, 52, 181, 10.1026/0012-1924.52.4.181
Steinmayr, 2007, Predicting school achievement from personality and motivation, Zeitschrift für Pädagogische Psychologie, 21, 207, 10.1024/1010-0652.21.3.207
Stumpf, 1985
Urdan, 2004, Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture, Journal of Educational Psychology, 96, 251, 10.1037/0022-0663.96.2.251
Utman, 1997, Performance effects of motivational state: A meta-analysis, Personality and Social Psychology Review, 1, 170, 10.1207/s15327957pspr0102_4
Wigfield, 2000, Expectancy-value theory of achievement motivation, Contemporary Educational Psychology, 25, 68, 10.1006/ceps.1999.1015
Wigfield, 1997, Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study, Journal of Educational Psychology, 89, 451, 10.1037/0022-0663.89.3.451