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Original Articles

Conceptualizing student motivation

Pages 200-215 | Published online: 01 Oct 2009

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (77)

Andreas Hadjar & Daryl Wayne Niedermoser. (2019) The role of future orientations and future life goals in achievement among secondary school students in Switzerland. Journal of Youth Studies 22:9, pages 1184-1201.
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Devin Waldrop, Amy L. Reschly, Kathleen Fraysier & James J. Appleton. (2019) Measuring the Engagement of College Students: Administration Format, Structure, and Validity of the Student Engagement Instrument–College. Measurement and Evaluation in Counseling and Development 52:2, pages 90-107.
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Alexandra Freidus & Pedro A. Noguera. (2017) Making Difference Matter: Teaching and Learning in Desegregated Classrooms. The Teacher Educator 52:2, pages 99-113.
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Zachary W. Goldman, Alan K. Goodboy & Keith Weber. (2017) College Students’ Psychological Needs and Intrinsic Motivation to Learn: An Examination of Self-Determination Theory. Communication Quarterly 65:2, pages 167-191.
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Leah Zhang-Kennedy, Sonia Chiasson & Robert Biddle. (2016) The Role of Instructional Design in Persuasion: A Comics Approach for Improving Cybersecurity. International Journal of Human–Computer Interaction 32:3, pages 215-257.
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Laura Trad, James Katt & Ann Neville Miller. (2014) The Effect of Face Threat Mitigation on Instructor Credibility and Student Motivation in the Absence of Instructor Nonverbal Immediacy. Communication Education 63:2, pages 136-148.
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AlanK. Goodboy, ShannonT. Carton, ZacharyW. Goldman, TimothyA. Gozanski, WilliamJ. C. Tyler & NicoleR. Johnson. (2014) Discouraging Instructional Dissent and Facilitating Students' Learning Experiences Through Instructor Self-Disclosure. Southern Communication Journal 79:2, pages 114-129.
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Zachary W. Goldman, San Bolkan & Alan K. Goodboy. (2014) Revisiting the Relationship between Teacher Confirmation and Learning Outcomes: Examining Cultural Differences in Turkish, Chinese, and American Classrooms. Journal of Intercultural Communication Research 43:1, pages 45-63.
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Flor R. Calero, Christopher Dalley, Nicole Fernandez, Tania Marie Davenport-Dalley, Elsa-Sofia Morote & Stephanie L. Tatum. (2014) A Model of Academic Self-Concept for High School Hispanic Students in New York. Journal of Latinos and Education 13:1, pages 33-43.
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ScottA. Myers, AlanK. Goodboy & Members of COMM 600. (2014) College Student Learning, Motivation, and Satisfaction as a Function of Effective Instructor Communication Behaviors. Southern Communication Journal 79:1, pages 14-26.
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PaulG. Fitchett & TinaL. Heafner. (2013) Making Critical Connections Between Social Studies Teaching and Student Achievement Using NAEP Data Explorer. The Teacher Educator 48:4, pages 296-310.
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Michael Sollitto, ZacD. Johnson & ScottA. Myers. (2013) Students' Perceptions of College Classroom Connectedness, Assimilation, and Peer Relationships. Communication Education 62:3, pages 318-331.
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DerylK. Hatch. (2012) Unpacking the Black Box of Student Engagement: The Need for Programmatic Investigation of High Impact Practices. Community College Journal of Research and Practice 36:11, pages 903-915.
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Isabelle Archambault, Michel Janosz & Roch Chouinard. (2012) Teacher Beliefs as Predictors of Adolescents’ Cognitive Engagement and Achievement in Mathematics. The Journal of Educational Research 105:5, pages 319-328.
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Joseph P. Mazer. (2012) Development and Validation of the Student Interest and Engagement Scales. Communication Methods and Measures 6:2, pages 99-125.
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SeanM. Horan, MatthewM. Martin & Keith Weber. (2012) Understanding Emotional Response Theory: The Role of Instructor Power and Justice Messages. Communication Quarterly 60:2, pages 210-233.
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Stephanie Kelly & M. Justin Davis. (2011) Just another Brick in the Wall … or Not? A Paradigm Introduction Activity. Communication Teacher 25:4, pages 222-227.
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AlanK. Goodboy. (2011) The Development and Validation of the Instructional Dissent Scale. Communication Education 60:4, pages 422-440.
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Fang-Yi Flora Wei & Y. Ken Wang. (2010) Students' Silent Messages: Can Teacher Verbal and Nonverbal Immediacy Moderate Student Use of Text Messaging in Class?. Communication Education 59:4, pages 475-496.
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Yujong Hwang. (2010) Investigating the role of identity and gender in technology mediated learning. Behaviour & Information Technology 29:3, pages 305-319.
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Qin Zhang. (2009) Perceived Teacher Credibility and Student Learning: Development of a Multicultural Model. Western Journal of Communication 73:3, pages 326-347.
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Judit Kormos, Kata Csizér & Ágnes Sarkadi. (2009) The language learning experiences of students with dyslexia: lessons from an interview study. Innovation in Language Learning and Teaching 3:2, pages 115-130.
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AlanK. Goodboy, MatthewM. Martin & San Bolkan. (2009) The Development and Validation of the Student Communication Satisfaction Scale. Communication Education 58:3, pages 372-396.
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LanceR. Angell. (2009) Construct Validity of the Community College Survey of Student Engagement (CCSSE). Community College Journal of Research and Practice 33:7, pages 564-570.
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AlanK. Goodboy & San Bolkan. (2009) College Teacher Misbehaviors: Direct and Indirect Effects on Student Communication Behavior and Traditional Learning Outcomes. Western Journal of Communication 73:2, pages 204-219.
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JamesA. Katt & StevenJ. Condly. (2009) A Preliminary Study of Classroom Motivators and De-motivators from a Motivation-hygiene Perspective. Communication Education 58:2, pages 213-234.
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JacobL. Cayanus & MatthewM. Martin. (2008) Teacher Self-Disclosure: Amount, Relevance, and Negativity. Communication Quarterly 56:3, pages 325-341.
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AlanK. Goodboy & ScottA. Myers. (2008) The Effect of Teacher Confirmation on Student Communication and Learning Outcomes. Communication Education 57:2, pages 153-179.
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Chad Edwards, Autumn Edwards, Qingmei Qing & ShawnT. Wahl. (2007) The Influence of Computer-Mediated Word-of-Mouth Communication on Student Perceptions of Instructors and Attitudes Toward Learning Course Content. Communication Education 56:3, pages 255-277.
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Qin Zhang, John G. Oetzel, Xiaofang Gao, Richard G. Wilcox & Jiro Takai. (2007) A Further Test of Immediacy-Learning Models: A Cross-Cultural Investigation. Journal of Intercultural Communication Research 36:1, pages 1-13.
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GiovanniB. Moneta & SynnöveS. Kekkonen‐Moneta. (2007) Affective Learning in Online Multimedia and Lecture Versions of an Introductory Computing Course. Educational Psychology 27:1, pages 51-74.
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Qin Zhang & JohnG. Oetzel. (2006) A Cross-Cultural Test of Immediacy–Learning Models in Chinese Classrooms. Communication Education 55:3, pages 313-330.
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Kevin Morgan, John Sproule, Daniel Weigand & Paul Carpenter. (2005) A computer-based observational assessment of the teaching behaviours that influence motivational climate in Physical Education. Physical Education and Sport Pedagogy 10:1, pages 83-105.
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ShannonR. Self-brown & Samuel Mathews$suffix/text()$suffix/text(). (2003) Effects of Classroom Structure on Student Achievement Goal Orientation. The Journal of Educational Research 97:2, pages 106-112.
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Keith Weber. (2003) The relationship of interest to internal and external motivation. Communication Research Reports 20:4, pages 376-383.
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ScottA. Myers & LeahE. Bryant. (2002) Perceived understanding, interaction involvement, and college student outcomes. Communication Research Reports 19:2, pages 146-155.
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Debra K. Meyer & Julianne C. Turner. (2002) Discovering Emotion in Classroom Motivation Research. Educational Psychologist 37:2, pages 107-114.
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ElizabethM. Lazaroff. (2001) Performance and Motivation in Dance Education. Arts Education Policy Review 103:2, pages 23-29.
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Mi-Kyung Chung. (2001) Development of Self-Regulated Learning. Gifted and Talented International 16:1, pages 27-39.
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DennisC. Brown. (2001) Cognitive and affective minds: A necessary marriage in criminal justice education. Journal of Criminal Justice Education 12:1, pages 101-115.
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AnthonyJ. Onwuegbuzie, JohnR. Slate & RobertA. Schwartz. (2001) Role of Study Skills in Graduate-Level Educational Research Courses. The Journal of Educational Research 94:4, pages 238-246.
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Leandro Navas, Juan Luis Castejón & Gonzalo Sampascual. (2000) Un contraste del modelo atribucional de la motivación de Weiner en contextos educativos. International Journal of Social Psychology 15:2, pages 181-197.
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Paul Schrodt, LawrenceR. Wheeless & KarenM. Ptacek. (2000) Informational reception apprehension, educational motivation, and achievement. Communication Quarterly 48:1, pages 60-73.
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AmeliaM. Lee, Karen Fredenburg, Don Belcher & Nancy Cleveland. (1999) Gender Differences in Children's Conceptions of Competence and Motivation in Physical Education. Sport, Education and Society 4:2, pages 161-174.
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JoeD. Nichols, WilliamG. Ludwin & Peter Iadicola. (1999) A Darker Shade of Gray: A Year‐End Analysis of Discipline and Suspension Data. Equity & Excellence in Education 32:1, pages 43-55.
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Rosanna Breen & Roger Lindsay. (1999) Academic research and student motivation. Studies in Higher Education 24:1, pages 75-93.
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MatthewM. Martin, JosephL. Chesebro & TimothyP. Mottet. (1997) Students’ perceptions of instructors’ socio‐communicative style and the influence on instructor credibility and situational motivation. Communication Research Reports 14:4, pages 431-440.
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Daniel T. Hickey. (1997) Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist 32:3, pages 175-193.
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JoséI. Rodríguez, TimothyG. Plax & Patricia Kearney. (1996) Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education 45:4, pages 293-305.
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DebraK. Meyer. (1993) Recognizing and Changing Students' Misconceptions: An Instructional Perspective. College Teaching 41:3, pages 104-108.
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Craig H. Jones, John R. Slate & Angela Kyle. (1992) Study skills of teacher education students. The Teacher Educator 28:1, pages 7-15.
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Joan Gorham & DianeM. Christophel. (1992) Students' perceptions of teacher behaviors as motivating and demotivating factors in college classes. Communication Quarterly 40:3, pages 239-252.
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Barbara Smey‐Richman. (1991) At‐Risk, Low‐Achieving Students Characteristics and Instructional Implications. Equity & Excellence in Education 25:1, pages 25-29.
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SueG. Burroughs. (1991) The Implications for Effective Education of Understanding Pupil Motivation in Schools as a Multi-Dimensional Model. International Journal of Adolescence and Youth 2:4, pages 251-274.
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DianeM. Christophel. (1990) The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education 39:4, pages 323-340.
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HermineH. Marshall. (1990) Beyond the workplace metaphor: The classroom as a learning setting. Theory Into Practice 29:2, pages 94-101.
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RobertB. Stevenson. (1990) Engagement and cognitive challenge in thoughtful social studies classes: a study of student perspectives. Journal of Curriculum Studies 22:4, pages 329-341.
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Sigmund Tobias. (1989) Another Look at Research on the Adaptation of Instruction to Students Characteristics. Educational Psychologist 24:3, pages 213-227.
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Lyn Corno. (1988) The Study of Teaching for Mathematics Learning: Views Through Two Lenses. Educational Psychologist 23:2, pages 181-202.
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Kenneth Tobin, William Capie & Antonio Bettencourt. (1988) Active teaching for higher cognitive learning in science. International Journal of Science Education 10:1, pages 17-27.
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Kenneth Tobin. (1986) Secondary science laboratory activities. European Journal of Science Education 8:2, pages 199-211.
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. (1985) BOOK REVIEWS. The Review of Education 11:4, pages 295-313.
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PhyllisC. Blumenfeld & JudithL. Meece. (1985) Life in classrooms revisited. Theory Into Practice 24:1, pages 50-56.
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Deana B. Davalos, Ernest L. Chavez & Robert J. Guardiola. (2016) The Effects of Extracurricular Activity, Ethnic Identification, and Perception of School on Student Dropout Rates. Hispanic Journal of Behavioral Sciences 21:1, pages 61-77.
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