Citation map · Study

SZodixStudyAcademic Library

Shelves Open access

Study · an open academic library·Metadata from OpenAlex (CC0)·Shelves·OpenAlex metadata, de-duplicated

Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals.

16 references·16 citing·39 second hopsampled

FromToDepth

this work references cited by second hop· second hop is a sample of the most-cited connections

References

1990Flow: the psychology of optimal experience12,637 cited
1991Flow: The Psychology of Optimal Experience9,395 cited
1986Motivational processes affecting learning.6,921 cited
1992Classrooms: Goals, structures, and student motivation.6,461 cited
1999Self-theories: Their Role in Motivation, Personality, and Development6,308 cited
2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice5,605 cited
2000The Role of Goal Orientation in Self-Regulated Learning5,169 cited
2006The Four-Phase Model of Interest Development4,692 cited
1984Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.4,159 cited
2001A 2 × 2 achievement goal framework.3,945 cited
2002Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research3,926 cited
1983Expectancies, values and academic behaviors3,902 cited
1997A hierarchical model of approach and avoidance achievement motivation.3,713 cited
1957Motivational determinants of risk-taking behavior.3,663 cited
1999Approach and avoidance motivation and achievement goals

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

3,100 cited

2001Appraisal Processes in Emotion2,385 cited

Cited by

2021Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.107 cited
2018Academic boredom, engagement and the achievement of undergraduate students at university: a review and synthesis of relevant literature100 cited
2017The role of daily autonomous and controlled educational goals in students’ academic emotion states: An experience sampling method approach93 cited
2022School grades and students’ emotions: Longitudinal models of within-person reciprocal effects93 cited
2019In-the-Moment Profiles of Expectancies, Task Values, and Costs86 cited
2020Reciprocal Predictions Between Interest, Self-Efficacy, and Performance During a Task81 cited
2021More Effort, Less Fatigue: The Role of Interest in Increasing Effort and Reducing Mental Fatigue75 cited
2021Mutual relationships between the levels of and changes in interest, self-efficacy, and perceived difficulty during task engagement74 cited
2018Being over- or underchallenged in class: Effects on students' career aspirations via academic self-concept and boredom71 cited
2021The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations.70 cited
2018Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics66 cited
2018The role of study engagement in university students' daily experiences: A multilevel test of moderation63 cited
2017The Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom: The Mediating Role of Perceived Autonomy Support and Task Value56 cited
2020Hoping to Pass: Randomized Trial of a One-Time Hope Intervention on Standardized Exam Passing Rates in BSN Students11 cited
2021The Effects of User Comments on Science News Engagement11 cited
2021Geography Achievement and Opportunity to Learn: A Focus on Curriculum Organization and Content4 cited