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Expectancies, values, and achievement in junior high school.
13 references·16 citing·39 second hop
Expectancies, values, and achievement in junior high school. (1990)Expectancies, values, and achievement in …Values, valences, and course enrollment: Testing the role of personal values within an expectancy-valence framework. (1988)Values, valences, and course …Achievement goals in the classroom: Students' learning strategies and motivation processes. (1988)Achievement goals in the clas…A social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Motivational processes affecting learning. (1986)Motivational processes affect…Attributional retraining: A review. (1985)Attributional retraining: A r…An attributional theory of achievement motivation and emotion. (1985)An attributional theory of ac…Sex differences in achievement: A test of alternate theories. (1984)Sex differences in achievemen…Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. (1984)Achievement motivation: Conce…Expectancies, values and academic behaviors (1983)Expectancies, values and acad…Are causal attributions causal? A path analysis of the cognitive model of achievement motivation. (1979)Are causal attributions causa…Classroom environment scale : manual / (1974)Classroom environment scale :…A theory of achievement motivation (1966)A theory of achievement motiv…Statistical principles in experimental design. (1962)Statistical principles in exp…The role of cost in adolescent students' maladaptive academic outcomes (2020)The role of cost in adolescen…The influence of habitus in the relationship between cultural capital and academic achievement (2012)The influence of habitus in t…Comparison of Self-Beliefs for Predicting Student Motivation and Achievement (2012)Comparison of Self-Beliefs fo…Peer Acceptance and Friendship as Predictors of Early Adolescents' Adjustment Across the Middle School Transition (2011)Peer Acceptance and Friendshi…The Mathematics Value Inventory for General Education Students: Development and Initial Validation (2009)The Mathematics Value Invento…Adolescents’ Self-Concordance, School Engagement, and Burnout Predict Their Educational Trajectories 1This paper is part of a series on “Youth Development in Europe: Transitions and Identities” that will appear in the European Psychologist throughout 2008 and 2009. Taken together, the papers aim to make a conceptual contribution to the increasingly important area of youth development, especially within the context of an expanding Europe, by focusing on variations and changes in the transition to adulthood and emerging identities. The series will conclude with a summary by the organizers of the series, Katariina Salmela-Aro (University of Jyväskylä, Finland) and Ingrid Schoon (University of London, UK). (2009)Adolescents’ Self-Concordance…Adolescents’ Life Satisfaction During the Transition to Post-Comprehensive Education: Antecedents and Consequences (2009)Adolescents’ Life Satisfactio…Associations of Future Expectations, Negative Friends, and Academic Achievement in High-Achieving African American Adolescents (2008)Associations of Future Expect…Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools (2008)Academic Achievement, Academi…An Exploratory Study of Youth Mentoring in an Urban Context: Adolescents' Perceptions of Relationship Styles (2004)An Exploratory Study of Youth…Can students predict starting salaries? Yes! (2003)Can students predict starting…Protective factors related to antisocial behavior trajectories (2002)Protective factors related to…The psychological trade-offs of goal investment. (2000)The psychological trade-offs …Problems in Academic Motivation Research and Advantages and Disadvantages of Their Solutions (1996)Problems in Academic Motivati…Eliciting Student Expectations of the Returns to Schooling (1994)Eliciting Student Expectation…A structural model of science achievement and attitude: An extension to high school. (1992)A structural model of science…Self-efficacy: Toward a unifying theory of behavioral change. (1977)An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. (1978)Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. (1991)Gender and motivation (2006)Math and science motivation: A longitudinal examination of the links between choices and beliefs. 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(1978)Emotional Intelligence (1990)Expectancy–Value Theory of Achievement Motivation (2000)Motivational Beliefs, Values, and Goals (2002)Beyond boredom and anxiety (1975)Self-efficacy: Toward a unifying theory of behavioral change (1978)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Tests for comparing elements of a correlation matrix. (1980)Self-efficacy mechanism in human agency. (1982)Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning (1991)A hierarchical model of approach and avoidance achievement motivation. (1997)Identity and the life cycle (1959)Perceived Self-Efficacy in Cognitive Development and Functioning (1993)School Engagement: Potential of the Concept, State of the Evidence (2004)Social stigma and self-esteem: The self-protective properties of stigma. (1989)The four elementary forms of sociality: Framework for a unified theory of social relations. (1992)Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation (2006)Back-Translation for Cross-Cultural Research (1970)Intraclass correlations: Uses in assessing rater reliability. (1979)A 12-Item Short-Form Health Survey (1996)Motivational and self-regulated learning components of classroom academic performance. (1990)Science Learning Environments: Assessment, Effects and Determinants (1998)The Role of Protective Factors in Supporting the Academic Achievement of Poor African American Students During the Middle School Transition (2000)Assessing the impact of learning environments: How to use student ratings of classroom or school characteristics in multilevel modeling (2009)
this work references cited by second hop

References

  • 1962Statistical principles in experimental design.27,141 cited
  • 1988A social-cognitive approach to motivation and personality.9,633 cited
  • 1985An attributional theory of achievement motivation and emotion.7,833 cited
  • 1986Motivational processes affecting learning.6,921 cited
  • 1984Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.4,159 cited
  • 1983Expectancies, values and academic behaviors3,902 cited
  • 1988Achievement goals in the classroom: Students' learning strategies and motivation processes.3,562 cited
  • 1966A theory of achievement motivation917 cited
  • 1984Sex differences in achievement: A test of alternate theories.802 cited
  • 1974Classroom environment scale : manual /569 cited
  • 1985Attributional retraining: A review.354 cited
  • 1988Values, valences, and course enrollment: Testing the role of personal values within an expectancy-valence framework.291 cited
  • 1979Are causal attributions causal? A path analysis of the cognitive model of achievement motivation.191 cited

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  • 2011Peer Acceptance and Friendship as Predictors of Early Adolescents' Adjustment Across the Middle School Transition279 cited

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2012
The influence of habitus in the relationship between cultural capital and academic achievement
214 cited
  • 1992A structural model of science achievement and attitude: An extension to high school.150 cited
  • 2009Adolescents’ Self-Concordance, School Engagement, and Burnout Predict Their Educational Trajectories 1This paper is part of a series on “Youth Development in Europe: Transitions and Identities” that will appear in the European Psychologist throughout 2008 and 2009. Taken together, the papers aim to make a conceptual contribution to the increasingly important area of youth development, especially within the context of an expanding Europe, by focusing on variations and changes in the transition to adulthood and emerging identities. The series will conclude with a summary by the organizers of the series, Katariina Salmela-Aro (University of Jyväskylä, Finland) and Ingrid Schoon (University of London, UK).143 cited
  • 2012Comparison of Self-Beliefs for Predicting Student Motivation and Achievement142 cited
  • 2009Adolescents’ Life Satisfaction During the Transition to Post-Comprehensive Education: Antecedents and Consequences140 cited
  • 2020The role of cost in adolescent students' maladaptive academic outcomes138 cited
  • 2004An Exploratory Study of Youth Mentoring in an Urban Context: Adolescents' Perceptions of Relationship Styles137 cited
  • 2008Academic Achievement, Academic Self-Concept, and Academic Motivation of Immigrant Adolescents in the Greater Toronto Area Secondary Schools129 cited
  • 1996Problems in Academic Motivation Research and Advantages and Disadvantages of Their Solutions126 cited
  • 2008Associations of Future Expectations, Negative Friends, and Academic Achievement in High-Achieving African American Adolescents121 cited
  • 2002Protective factors related to antisocial behavior trajectories106 cited
  • 2009The Mathematics Value Inventory for General Education Students: Development and Initial Validation104 cited
  • 1994Eliciting Student Expectations of the Returns to Schooling104 cited
  • 2003Can students predict starting salaries? Yes!103 cited
  • 2000The psychological trade-offs of goal investment.99 cited