Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 36, 2016 - Issue 7
662
Views
0
CrossRef citations to date
0
Altmetric
Editorial

Editorial

References

  • Anderman, E. M., & Dawson, H. (2011). Learning with motivation. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction (pp. 219–242). New York, NY: Routledge.
  • Brassler, N. K., Grund, A., Hilckmann, K., & Fries, S. (2016). Impairments in learning due to motivational conflict: Situation really matters. Educational Psychology, 36, 1323–1336.
  • Bugler, M., McGeown, S., & St Clair-Thompson, H. (2016). An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents. Educational Psychology, 36, 1196–1218.
  • Elliot, A. J., & Dweck, C. (Eds.). (2005). Handbook of competence and motivation. New York, NY: Guilford.
  • Jansen in de Wal, J., Hornstra, L., Prins, F. J., Peetsma, T., & van der Veen, I. (2016). The prevalence, development and domain specificity of elementary school students’ achievement goal profiles. Educational Psychology, 36, 1303–1322.
  • King, R. B. (2016). Does your approach to time matter for your learning? The role of time perspectives on engagement and achievement. Educational Psychology, 36, 1264–1284.
  • King, R. B., & McInerney, D. M. (2016). Culturalizing motivation research in educational psychology. British Journal of Educational Psychology, 86, 1–7. 10.1111/bjep.12106
  • Leptokaridou, E. T., Vlachopoulos, S. P., & Papaioannou, A. G. (2016). Experimental longitudinal test of the influence of autonomy-supportive teaching on motivation for participation in elementary school physical education. Educational Psychology, 36, 1138–1159.
  • Martin, A. J., & Elliot, A. J. (2016). The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: A longitudinal investigation. Educational Psychology, 36, 1285–1302.
  • Nasser, R., & McInerney, D. (2016). Achievement-oriented beliefs and their relation to academic expectations and school achievement among Qatari students. Educational Psychology, 36, 1219–1241.
  • Ozdemir Oz, A., Lane, J. F., & Michou, A. (2016). Autonomous and controlling reasons underlying achievement goals during task engagement: Their relation to intrinsic motivation and cheating. Educational Psychology, 36, 1160–1172.
  • Raufelder, D., Regner, N., Drury, K., & Eid, M. (2016). Does self-determination predict the school engagement of four different motivation types in adolescence? Educational Psychology, 36, 1242–1263.
  • Scheltinga, P. A. M., Kuyper, H., Timmermans, A. C., & van der Werf, G. P. C. (2016). Dominant achievement goals across tracks in high school. Educational Psychology, 36, 1173–1195.
  • Wentzel, K. R., & Ramani, G. B. (Eds.). (2016). Handbook of social influences in school contexts: Social-emotional, motivation and cognitive outcomes. New York, NY: Routledge.
  • Wilson, T. D., & Buttrick, N. R. (2016). New directions in social psychological interventions to improve academic achievement. Journal of Educational Psychology, 108, 392–396.10.1037/edu0000111

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.