A Wigfield,JS Eccles
A Wigfield
We discuss the expectancy-value theory of motivation, focusing on an expectancy-value model developed and researched by Eccles, Wigfield, and their colleagues. Definitions of crucial constructs in the model, including ability beliefs, expec...
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions [0.03%]
内在和外在动机：经典定义与新方向
RM Ryan,EL Deci
RM Ryan
Intrinsic and extrinsic types of motivation have been widely studied, and the distinction between them has shed important light on both developmental and educational practices. In this review we revisit the classic definitions of intrinsic ...
PK Murphy,PA Alexander
PK Murphy
The purpose of this review was twofold. First, we wanted to identify fundamental terms within the motivation literature associated with the study of academic achievement or academic development. Having identified these terms with the help o...
Grade Level and Gender Differences in the Writing Self-Beliefs of Middle School Students [0.03%]
中学学生写作自我信念的年级和性别差异研究
F Pajares,G Valiante
F Pajares
The objectives of this study were to determine whether middle school students' writing self-efficacy beliefs make an independent contribution to the prediction of their writing competence and to explore grade level and gender differences in...
Hierarchical and Multidimensional Academic Self-Concept of Commercial Students [0.03%]
工商专业学生的学术自我概念的层次性和多维度性分析
AS Yeung,HS Chui,IC Lau
AS Yeung
Adapting the Marsh (1990) Academic Self-Description Questionnaire (ASDQ), this study examined the academic self-concept of students in a school of commerce in Hong Kong (N = 212). Confirmatory factor analysis found that students clearly dis...
RJ Sternberg
RJ Sternberg
This essay describes how intelligence can be viewed as developing expertise. The general conception of intelligence as developing expertise is described. Then research examples are given that, in conjunction, seem odd under traditional inte...
A Kaplan,ML Maehr
A Kaplan
This study is concerned with the role that achievement goals may play in facilitating the psychological well-being of students. Specifically, we build on "goal theory" analysis of adaptive behavior in examining the relationship between task...
The Big-Fish-Little-Pond Effect for Academic Self-Concept, Test Anxiety, and School Grades in Gifted Children [0.03%]
资优儿童学业自我概念、考试焦虑及学习成绩的“大池小鱼效应”
M Zeidner,EJ Schleyer
M Zeidner
This study reports data extending work by Marsh and colleagues on the "big-fish-little-pond effect" (BFLPE). The BFLPE hypothesizes that it is better for academic self-concept to be a big fish in a little pond (gifted student in regular ref...
JM Royer,L Tronsky,H Marchant rd et al.
JM Royer et al.
Geary and Wigfield and Brynes (this issue) point out a number of limitations of the math-fact retrieval hypothesis that we agree with. For instance, we acknowledge that whereas the correlational evidence we offer in our article (this issue)...