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Testing and Motivation for Learning
16 references·16 citing·35 second hopsampled
Testing and Motivation for Learning (2003)Testing and Motivation for LearningIntrinsic Motivation and Self-Determination☆ (2016)Intrinsic Motivation and Self…The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The "What" and "Why" of Goal …Motivating the Academically Unmotivated: A Critical Issue for the 21st Century (2000)Motivating the Academically U…Assessments and Accountability (2000)Assessments and AccountabilityA meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. (1999)A meta-analytic review of exp…Assessment and Classroom Learning (1998)Assessment and Classroom Lear…Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning (1996)Goal and Self-Evaluative Infl…Classrooms: Goals, structures, and student motivation. (1992)Classrooms: Goals, structures…Self-Efficacy and Academic Motivation (1991)Self-Efficacy and Academic Mo…Self-Efficacy and Academic Motivation (1991)Self-Efficacy and Academic Mo…The Impact of Classroom Evaluation Practices on Students (1988)The Impact of Classroom Evalu…Intrinsic Motivation and Self-Determination in Human Behavior (1988)Intrinsic Motivation and Self…Autonomy in children's learning: An experimental and individual difference investigation. (1987)Autonomy in children's learni…Autonomy in children's learning: An experimental and individual difference investigation. (1987)Autonomy in children's learni…Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self…A locus of control scale for children. (1973)A locus of control scale for …A review of the benefits and drawbacks of high-stakes final examinations in higher education (2023)A review of the benefits and …Classroom assessment as the co-regulation of learning (2019)Classroom assessment as the c…Exploring Relations Between Formative and Summative Assessment (2017)Exploring Relations Between F…Formative and shared assessment in higher education. Lessons learned and challenges for the future (2015)Formative and shared assessme…Formative assessment at the crossroads: conformative, deformative and transformative assessment (2012)Formative assessment at the c…Formative Assessment: Policy, Perspectives and Practice. (2011)Formative Assessment: Policy,…Skill and will: test‐taking motivation and assessment quality (2010)Skill and will: test‐taking m…Assessment of learning, for learning, and as learning: New Zealand case studies (2009)Assessment of learning, for l…Key Competencies for Education in a European Context: Narratives of Accountability or Care (2008)Key Competencies for Educatio…Assessment, Learning and Judgement in Higher Education (2008)Assessment, Learning and Judg…Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies (2006)Redesigning a learning and as…Currents and eddies in the discourse of assessment: a learning‐focused interpretation1 (2006)Currents and eddies in the di…Teachers' summative practices and assessment for learning – tensions and synergies (2005)Teachers' summative practices…A Motivational View of Constructivist‐informed Teaching (2005)A Motivational View of Constr…Redefining assessment? The first ten years ofassessment in education (2004)Redefining assessment? The fi…Developing an Effective Lifelong Learning Inventory: the ELLI Project (2004)Developing an Effective Lifel…Motivational processes affecting learning. (1986)The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)The Power of Feedback (2007)Focus on Formative Feedback (2008)The Psychology of Interpersonal Relations. (1958)A Coefficient of Agreement for Nominal Scales (1960)Two Factor Index of Social Position (1957)Generalized expectancies for internal versus external control of reinforcement. (1966)Some problems and misconceptions related to the construct of internal versus external control of reinforcement. (1975)Resilience and development: Contributions from the study of children who overcome adversity (1990)The development of anxiety: The role of control in the early environment. (1998)A social-cognitive approach to motivation and personality. (1988)Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational Beliefs, Values, and Goals (2002)School Engagement: Potential of the Concept, State of the Evidence (2004)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)What Good Are Positive Emotions? (1998)Expectancy–Value Theory of Achievement Motivation (2000)Self-Efficacy: The Exercise of Control (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)On Happiness and Human Potentials: A Review of Research on Hedonic and Eudaimonic Well-Being (2001)Self‐determination theory and work motivation (2005)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Development of Achievement Motivation (2007)Developing the theory of formative assessment (2009)Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. (2014)The psychology of interpersonal relations. (1958)The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School (2001)Student engagement with school: Critical conceptual and methodological issues of the construct (2008)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)The benefits of being present: Mindfulness and its role in psychological well-being. (2003)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior34,111 cited
  • 1985Intrinsic Motivation and Self-Determination in Human Behavior26,744 cited
  • 1988Intrinsic Motivation and Self-Determination in Human Behavior15,312 cited
  • 1998Assessment and Classroom Learning8,137 cited
  • 1999A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation.7,172 cited
  • 1992Classrooms: Goals, structures, and student motivation.6,461 cited
  • 1991Self-Efficacy and Academic Motivation4,292 cited
  • 2000Motivating the Academically Unmotivated: A Critical Issue for the 21st Century1,689 cited
  • 1973A locus of control scale for children.1,551 cited
  • 1991Self-Efficacy and Academic Motivation1,424 cited
  • 1988The Impact of Classroom Evaluation Practices on Students1,366 cited
  • 1987Autonomy in children's learning: An experimental and individual difference investigation.1,176 cited
  • 1987Autonomy in children's learning: An experimental and individual difference investigation.976 cited
  • 2000Assessments and Accountability715 cited
  • 1996Goal and Self-Evaluative Influences During Children’s Cognitive Skill Learning

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637 cited
  • 2016Intrinsic Motivation and Self-Determination☆577 cited
  • Cited by

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    • 2004Redefining assessment? The first ten years ofassessment in education242 cited
    • 2012Formative assessment at the crossroads: conformative, deformative and transformative assessment216 cited
    • 2008Assessment, Learning and Judgement in Higher Education188 cited
    • 2015Formative and shared assessment in higher education. Lessons learned and challenges for the future187 cited
    • 2019Classroom assessment as the co-regulation of learning185 cited
    • 2017Exploring Relations Between Formative and Summative Assessment172 cited
    • 2023A review of the benefits and drawbacks of high-stakes final examinations in higher education126 cited
    • 2009Assessment of learning, for learning, and as learning: New Zealand case studies126 cited
    • 2010Skill and will: test‐taking motivation and assessment quality121 cited
    • 2006Currents and eddies in the discourse of assessment: a learning‐focused interpretation1120 cited
    • 2006Redesigning a learning and assessment environment: The influence on students' perceptions of assessment demands and their learning strategies109 cited
    • 2008Key Competencies for Education in a European Context: Narratives of Accountability or Care103 cited
    • 2011Formative Assessment: Policy, Perspectives and Practice.100 cited