Citations (131)
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Eva Feldbacher, Manuela Waberer, Lena Campostrini & Gabriele Weigelhofer. (2024) Identifying gaps in climate change education - a case study in Austrian schools. International Research in Geographical and Environmental Education 33:2, pages 109-124.
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Ordene V. Edwards. (2024) The effects of a utility value intervention combined with task relevance instructions. The Journal of Experimental Education 92:2, pages 312-335.
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Eric C. Schoute, Patricia A. Alexander, Sofie M. M. Loyens, Doug Lombardi & Fred Paas. (2024) College Students’ Perceptions of Relevance, Personal Interest, and Task Value. The Journal of Experimental Education 92:1, pages 76-100.
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Claudia C. Sutter, Karen B. Givvin & Chris S. Hulleman. (2023) Concerns and Challenges in Introductory Statistics and Correlates with Motivation and Interest. The Journal of Experimental Education 0:0, pages 1-30.
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Claudia C. Sutter, Karen B. Givvin, Mary C. Tucker, Kathryn A. Givvin, Ana Leandro-Ramos & Paige L. Solomon. (2023) Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students. Journal of Statistics and Data Science Education 31:2, pages 188-200.
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Kristy A. Robinson. (2023) Motivational climate theory: Disentangling definitions and roles of classroom motivational support, climate, and microclimates. Educational Psychologist 58:2, pages 92-110.
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Julia Marie Monkovic, Serena Monique Jones, Madeleine Nicolas, Priya Katyal, Kamia Punia, Damon Noland & Jin Kim Montclare. (2022) From concept to reality: the use and impact of 3D prints as academic tools for high school biology education. Journal of Biological Education 56:5, pages 528-539.
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Anne F. Weidinger, Hanna Gaspard, Judith M. Harackiewicz, Patrick Paschke, Sebastian Bergold & Ricarda Steinmayr. (2022) Utility-Value Intervention in School: Students’ Migration and Parental Educational Backgrounds as Moderators. The Journal of Experimental Education 90:2, pages 364-382.
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Emily Q. Rosenzweig, Allan Wigfield & Jacquelynne S. Eccles. (2022) Beyond utility value interventions: The why, when, and how for next steps in expectancy-value intervention research. Educational Psychologist 57:1, pages 11-30.
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Alison C. Koenka, Lisa Linnenbrink-Garcia, Hannah Moshontz, Kayla M. Atkinson, Carmen E. Sanchez & Harris Cooper. (2021) A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback. Educational Psychology 41:7, pages 922-947.
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Sabine Schweder & Diana Raufelder. (2021) Interest, flow and learning strategies how the learning context affects the moderating function of flow. The Journal of Educational Research 114:2, pages 196-209.
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Kathryn Semmens, Lauren Fosbenner, Keri Maxfield, Rachel Hogan Carr, Joan Ramage, Jim O’Leary, Christine Larouche, Jeff Hayward & Maurice Henderson. (2021) Teaching Earth systems connections to middle school students in an informal learning environment with Science on a Sphere®, personal relevance and arts-based activities. Journal of Geoscience Education 69:1, pages 71-84.
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Katie Stringer, Kevi Mace, Tedra Clark & Tara Donahue. (2020) STEM focused extracurricular programs: who’s in them and do they change STEM identity and motivation?. Research in Science & Technological Education 38:4, pages 507-522.
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Teomara Rutherford, Allison S. Liu, Arena S. Lam & Katerina Schenke. (2020) Impact on mathematics self-beliefs from a mastery-based mathematics software. Journal of Research on Technology in Education 52:1, pages 79-94.
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Emily Q. Rosenzweig, Chris S. Hulleman, Kenneth E. Barron, Jeffery J. Kosovich, Stacy J. Priniski & Allan Wigfield. (2019) Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses. The Journal of Experimental Education 87:2, pages 332-352.
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Zvia Fund & Nir Madjar. (2018) The influence of scaffolded computerised science problem solving on motivational aspects. International Journal of Science Education 40:18, pages 2265-2291.
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Tamjid Mujtaba, Richard Sheldrake, Michael J. Reiss & Shirley Simon. (2018) Students’ science attitudes, beliefs, and context: associations with science and chemistry aspirations. International Journal of Science Education 40:6, pages 644-667.
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Jeffrey R. Albrecht & Stuart A. Karabenick. (2018) Relevance for Learning and Motivation in Education. The Journal of Experimental Education 86:1, pages 1-10.
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Patricia A. Alexander. (2018) The Relevance of Relevance for Learning and Performance. The Journal of Experimental Education 86:1, pages 124-135.
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Stacy J. Priniski, Cameron A. Hecht & Judith M. Harackiewicz. (2018) Making Learning Personally Meaningful: A New Framework for Relevance Research. The Journal of Experimental Education 86:1, pages 11-29.
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Benjamin Nagengast, Brigitte M. Brisson, Chris S. Hulleman, Hanna Gaspard, Isabelle Häfner & Ulrich Trautwein. (2018) Learning More From Educational Intervention Studies: Estimating Complier Average Causal Effects in a Relevance Intervention. The Journal of Experimental Education 86:1, pages 105-123.
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Kristy A. Robinson & So Yeon Lee. Same Classroom, Different Affordances? Demographic Differences in Perceptions of Motivational Climate in Five STEM Courses. The Journal of Experimental Education 0:0, pages 1-26.
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Articles from other publishers (109)
Viviane Desbiens, Simon Larose & Geneviève Boisclair Châteauvert. (2024) Animations scientifiques en classe de primaire: des effets motivationnels pour qui et pour quelle intensité de participation?. Canadian Journal of Science, Mathematics and Technology Education.
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Gulbakhyt Sultanova, Aidana Shilibekova, Zamira Rakhymbayeva, Assel Rakhimbekova & Nurym Shora. (2024) Exploring the influence of non-cognitive skills on academic achievement in STEM education: the case of Kazakhstan. Frontiers in Education 9.
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Julia Schiefer, Jana Caspari, Joana A. Moscoso, Ana I. Catarino, Pedro Miranda Afonso, Jessika Golle & Patrick Rebuschat. (2024) Science and Heritage Language Integrated Learning (SHLIL): Evidence of the effectiveness of an innovative science outreach program for migrant students. Science Education.
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Lijia Lin, Kate M. Xu, Peilin Zhang & Genmei Zuo. (2023) Examining the effects of utility value writing and summary writing on learning and motivation among Chinese university students. Current Psychology 43:12, pages 10528-10539.
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Emine Ozturk, Mengya Zhao, Adam J. Hoffman, Angelina Joy, Christina S. Marlow, Fidelia Law, Ashley R. Deutsch, Channing J. Mathews, Luke McGuire, Frances Balkwill, Karen Burns, Laurence Butler, Marc Drews, Grace Fields, Hannah Smith, Mark Winterbottom, Adam Rutland, Adam Hartstone-Rose & Kelly Lynn Mulvey. (2024) Developmental Trajectories of Adolescents’ Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity. Journal of Youth and Adolescence.
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Alexander Vincent Struck Jannini, Zeynep Akdemir & Muhsin Menekse. (2024)
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Claudia C. Sutter, Karen B. Givvin, Paige L. Solomon & Ana Leandro-Ramos. (2024) Latine Students’ Motivational and Emotional Experiences Related to Their Introductory Statistics Course: Differences by Institution Type Necessitate Tailored Interventions. Journal of Hispanic Higher Education.
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Hye Rin Lee, Teomara Rutherford, Paul Hanselman, Fernando Rodriguez, Kevin F. Ramirez & Jacquelynne S. Eccles. (2024) Role Models in Action Through YouTube Videos for Engineering Community College Students. Research in Higher Education.
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Mustafa TÜYSÜZ, Ümmüye Nur TÜZÜN, Elif Selcan ÖZTAY & Gülseda EYCEYURT TÜRK. (2023) Examining of STEM Motivations and Entrepreneurship Levels of Pre-Service TeachersÖğretmen Adaylarının STEM Motivasyonlarının ve Girişimcilik Seviyelerinin Araştırılması. Journal of Teacher Education and Lifelong Learning 5:2, pages 858-875.
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David Bruce Miranda, Ana Lúcia Soares Machado & Vitor Bremgartner Da Frota. (2023) The use of 3D printing of teaching models of medicinal plants as learning tools in teaching botany. Cuadernos de Educación y Desarrollo 15:12, pages 15891-15909.
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Tanja Held & Tina Hascher. (2023) Stability and change of secondary school students' motivation profiles in mathematics: Effects of a student intervention. Journal of School Psychology 100, pages 101240.
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Marius Ole Johansen, Sigrunn Eliassen & Lucas Matias Jeno. (2023) “Why is this relevant for me?”: increasing content relevance enhances student motivation and vitality. Frontiers in Psychology 14.
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Stefanie Rach & Stanislaw Schukajlow. (2023) Affecting Task Values, Costs, and Effort in University Mathematics Courses: the Role of Profession-Related Tasks on Motivational and Behavioral States. International Journal of Science and Mathematics Education.
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Michael Noetel, Philip Parker, Theresa Dicke, Mark R. Beauchamp, Nikos Ntoumanis, Ryan M. Hulteen, Carmel Diezmann, Alexander Yeung, Asghar Ahmadi, Diego Vasconcellos, John Mahoney, Poulomee Datta, Scott Doidge & Chris Lonsdale. (2023) Prediction Versus Explanation in Educational Psychology: a Cross-Theoretical Approach to Using Teacher Behaviour to Predict Student Engagement in Physical Education. Educational Psychology Review 35:3.
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Samuel R.C. Hewitt, Johanna Habicht, Aislinn Bowler, Patricia L. Lockwood & Tobias U. Hauser. (2023) Probing apathy in children and adolescents with the Apathy Motivation Index–Child version. Behavior Research Methods.
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Brigitte Maria Brisson, Chris S. Hulleman, Isabelle Häfner, Hanna Gaspard, Barbara Flunger, Anna-Lena Dicke, Ulrich Trautwein & Benjamin Nagengast. (2020) Who sticks to the instructions—and does it matter? Antecedents and effects of students’ responsiveness to a classroom-based motivation interventionWer hält sich an die Anweisungen – und macht es einen Unterschied? Determinanten und Wirkungen der Reaktion von Schüler*innen auf eine Motivationsintervention im Klassenzimmer. Zeitschrift für Erziehungswissenschaft 23:1, pages 121-144.
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Thi-Huyen-Trang Nguyen, Trung Tran, The-Tung Dau, Thi-Song-Ha Nguyen, Thanh-Hung Nguyen & Manh-Toan Ho. (2020) How scientific research changes the Vietnamese higher education landscape: Evidence from social sciences and humanities between 2008 and 2019. F1000Research 9, pages 152.
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Dhiraj Nallapothula, Jennifer Berdan Lozano, Selina Han, Carlos Herrera, Hannah Whang Sayson, Marc Levis-Fitzgerald & Jeffrey Maloy. (2020) M-LoCUS: A Scalable Intervention Enhances Growth Mindset and Internal Locus of Control in Undergraduate Students in STEM. Journal of Microbiology & Biology Education 21:2.
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Dale H. Schunk & Maria K. DiBenedetto. (2020) Motivation and social cognitive theory. Contemporary Educational Psychology 60, pages 101832.
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Steve Murphy, Amy MacDonald, Cen Audrey Wang & Lena Danaia. (2019) Towards an Understanding of STEM Engagement: a Review of the Literature on Motivation and Academic Emotions. Canadian Journal of Science, Mathematics and Technology Education 19:3, pages 304-320.
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Birgit Spinath. (2019) Motivationsinterventionen – Lernen aus erwartungswidrigen Befunden oder warum immer etwas rauskommt: Einführung in den Thementeil. Unterrichtswissenschaft 47:3, pages 267-270.
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Heide Piesch, Isabelle Häfner, Hanna Gaspard, Barbara Flunger, Benjamin Nagengast & Judith M. Harackiewicz. (2018) Helping parents support adolescents’ career orientation: Effects of a parent-based utility-value interventionRealschule und dann? Effekte einer Nützlichkeitsintervention zur Unterstützung von Eltern und Jugendlichen bei der Berufsorientierung. Unterrichtswissenschaft 47:3, pages 271-293.
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