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The case of high motivation and low achievement in science: what is the role of students’ epistemic beliefs?
16 references·1 citing·36 second hop
The case of high motivation and low achievement in science: what is the role of students’ epistemic beliefs? (2019)The case of high motivation and low achie…PISA 2015 Results (Volume II) (2016)PISA 2015 Results (Volume II)PISA 2015 Results (Volume I) (2016)PISA 2015 Results (Volume I)A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation (2014)A self-determination theory a…TIMSS 2011 International Results in Science. (2012)TIMSS 2011 International Resu…Research Methods in Education (2007)Research Methods in EducationThe Four-Phase Model of Interest Development (2006)The Four-Phase Model of Inter…Attitudes towards science: A review of the literature and its implications (2003)Attitudes towards science: A …Research Methods in Education (2002)Research Methods in EducationThe role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)The role of positive emotions…Motivating the Academically Unmotivated: A Critical Issue for the 21st Century (2000)Motivating the Academically U…Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Intrinsic and Extrinsic Motiv…What Good Are Positive Emotions? (1998)What Good Are Positive Emotio…National Science Education Standards (1996)National Science Education St…National Science Education Standards (1995)National Science Education St…How we think. (1910)How we think.How We Think (1910)How We ThinkInvestigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science (2021)Investigating structural rela…Flow: the psychology of optimal experience (1990)Emotion And Adaptation (1991)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Handbook of Positive Psychology (2001)The Benefits of Frequent Positive Affect: Does Happiness Lead to Success? (2005)Conservation of Resources in the Organizational Context: The Reality of Resources and Their Consequences (2017)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-Efficacy: The Exercise of Control (1999)Stichwort: Professionelle Kompetenz von Lehrkräften (2006)Implications for educational practice of the science of learning and development (2019)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)Attachment and Loss (1969)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Stress: Appraisal and Coping (2013)Understanding Attitudes and Predicting Social Behavior (1980)Choices, values, and frames. (1984)Those Who Understand: Knowledge Growth in Teaching (1986)Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students (2011)Global Patterns in Students’ Views of Science and Interest in Science (2014)The Challenges of Defining and Measuring Student Engagement in Science (2015)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Motivational Beliefs, Values, and Goals (2002)Technology Acceptance Model 3 and a Research Agenda on Interventions (2008)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)Likert scales: how to (ab)use them (2004)Do entrepreneurship programmes raise entrepreneurial intention of science and engineering students? The effect of learning, inspiration and resources (2006)Un sistema de clasificación de los diseños de investigación en psicología (2013)Cognitive Load During Problem Solving: Effects on Learning (1988)Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct (1992)Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education (1999)What Makes Professional Development Effective? Results From a National Sample of Teachers (2001)Scaffolding and Achievement in Problem-Based and Inquiry Learning: A Response to Kirschner, Sweller, and Clark (2006) (2007)The National Science Education Standards (2013)The Conscientious Consumer: Reconsidering the role of assessment feedback in student learning (2002)Understanding and Applying Research Paradigms in Educational Contexts (2017)
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  • 2021Investigating structural relationships among upper‐secondary school students' beliefs about knowledge, justification for knowing, and Internet‐specific justification in the domain of science31 cited