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Scandinavian Journal of Educational Research Volume 35, 1991 - Issue 1
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Original Articles

Negative Motivation is Half the Story: achievement motivation combines positive and negative motivation

Per Rand Institute for Educational Research, University of Oslo, P.O. Box 1092, Blindern, N‐0317 Oslo 3, Norway
,
Willy Lens Department of Psychology, University of Leuven/Louvain, Belgium
&
Ben Decock Department of Psychology, University of Leuven/Louvain, Belgium
Pages 13-30 | Published online: 05 Jul 2007

Citations (14)

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Read on this site (5)

David William Putwain. (2008) Deconstructing test anxiety. Emotional and Behavioural Difficulties 13:2, pages 141-155.
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Pirjo Linnakylä. (1996) Quality of School Life in the Finnish Comprehensive School: a comparative view. Scandinavian Journal of Educational Research 40:1, pages 69-85.
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Eric Depreeuw, Willy Lens & Walter van Horebeek. (1995) A dutch adaptation of the child-rearing styles inventory and a validation of krohne's two-process model. Anxiety, Stress, & Coping 8:1, pages 61-72.
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Pentti Hakkarainen. (1994) Learning Motivation and Activity Contexts. Scandinavian Journal of Educational Research 38:3-4, pages 195-207.
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Øyvind Martinsen. (1994) The Effect of Individual Differences in Cognitive Style and Motives in Solving Insight Problems. Scandinavian Journal of Educational Research 38:2, pages 83-96.
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Articles from other publishers (9)

Kiran Dhankhar & Abhishek Singh. (2022) Employees' adoption of HR analytics – a theoretical framework based on career construction theory. Evidence-based HRM: a Global Forum for Empirical Scholarship.
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Øyvind Lund Martinsen & Adrian Furnham. (2019) Cognitive style and competence motivation in creative problem solving. Personality and Individual Differences 139, pages 241-246.
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Hanieh Varasteh, Afsaneh Ghanizadeh & Omid Akbari. (2016) The role of task value, effort-regulation, and ambiguity tolerance in predicting EFL learners’ test anxiety, learning strategies, and language achievement. Psychological Studies 61:1, pages 2-12.
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David William Putwain. (2009) Situated and Contextual Features of Test Anxiety in UK Adolsecent Students. School Psychology International 30:1, pages 56-74.
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Alexander E. Minnaert. (2016) The Moderator Effect of Test Anxiety in the Relationship between Test Expectancy and the Retention of Prose. Psychological Reports 93:3, pages 961-971.
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ALEXANDER E. MINNAERT. (2003) THE MODERATOR EFFECT OF TEST ANXIETY IN THE RELATIONSHIP BETWEEN TEST EXPECTANCY AND THE RETENTION OF PROSE. Psychological Reports 93:7, pages 961.
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Alexander Minnaert. (1999) Motivational and emotional components affecting male’s and female’s self-regulated learning. European Journal of Psychology of Education 14:4, pages 525-540.
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Alexander E. Minnaert. (2016) Individual Differences in Text Comprehension as a Function of Test Anxiety and Prior Knowledge. Psychological Reports 84:1, pages 167-177.
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ALEXANDER E. MINNAERT. (1999) INDIVIDUAL DIFFERENCES IN TEXT COMPREHENSION AS A FUNCTION OF TEST ANXIETY AND PRIOR KNOWLEDGE. Psychological Reports 84:1, pages 167.
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