References
- Berliner, D. C. (1986). In pursuit of the expert pedagogue. Educational Researcher, 15(7), 5–13. doi:10.3102/0013189X015007007
- Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35, 463–482. doi:10.1016/S0883-0355(02)00004-6
- Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75–85. doi:10.1207/s15326985ep3402_1
- Creten, H., Lens, W., & Simons, J. (2001). The role of perceived instrumentality in student motivation. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 37–45). Dordrecht: Kluwer Academic.
- Darling-Hammond, L. (2000a). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. doi:10.1177/0022487100051003002
- Darling-Hammond, L. (2000b). Teacher quality and student achievement. Education Policy Analysis Archives, 8(1), 1–44. Retrieved from http://epaa.asu.edu/ojs/article/view/392
- de Bilde, J., Vansteenkiste, M., & Lens, W. (2011). Understanding the association between future time perspective and self-regulated learning through the lens of self-determination theory. Learning and Instruction, 21(3), 332–344. doi:10.1016/j.learninstruc.2010.03.002
- De Volder, M. L., & Lens, W. (1982). Academic achievement and future time perspective as a cognitive-motivational concept. Journal of Personality and Social Psychology, 42(3), 566–571. doi:10.1037/0022-3514.42.3.566
- Eccles, J., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109–132. doi:10.1146/annurev.psych.53.100901.135153
- Eccles, J. S. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives. San Francisco, CA: Freeman.
- Hilpert, J. C., Husman, J., Stump, G. S., Kim, W., Chung, W. T., & Duggan, M. A. (2012). Examining students’ future time perspective: Pathways to knowledge building. Japanese Psychological Research, 54(3), 229–240. doi:10.1111/j.1468-5884.2012.00525.x
- Hollenbeck, J. R., & Klein, H. J. (1987). Goal commitment and the goal-setting process: Problems, proposals for future research. Journal of Applied Psychology, 72(2), 212–220. doi:10.1037/0021-9010.72.2.212
- Hollenbeck, J. R., Williams, C. R., & Klein, H. J. (1989). An empirical examination of the antecedents of commitment to difficult goals. Journal of Applied Psychology, 74(1), 18. doi:10.1006/obhd.1997.2699
- Husman, J., Derryberry, W. P., Crowson, H. M., & Lomax, R. (2004). Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence. Contemporary Educational Psychology, 33(63–76). doi:10.1016/S0361-476X(03)00019-5
- Husman, J., & Hilpert, J. (2007). The intersection of students’ perceptions of instrumentality, self-efficacy, and goal orientations in an online mathematics course. Zeitschrift Für Pädagogische Psychologie, 21(3/4), 229–239. doi:10.1024/1010-0652.21.3.229
- Husman, J., & Lens, W. (1999). The role of future in student motivation. Educational Psychologist, 34(2), 113–125. doi:10.1207/s15326985ep3402_4
- Husman, J., Lynch, C., Hilpert, J., & Duggan, M. A. (2007, November). Validating measures of future time perspective for engineering students: Steps toward improving engineering education. In American Society for Engineering Education Annual Conference & Exposition, Honolulu, HI.
- Husman, J., McCann, E., & Crowson, H. M. (2000). Volitional strategies and future time perspective embracing the complexity of dynamic interactions. International Journal of Educational Research, 33, 777–799. doi:10.1016/S0883-0355(00)00050-1
- Husman, J., & Shell, D. F. (2008). Beliefs and perceptions about the future: A measurement of future time perspective. Learning and Individual Differences, 18, 166–175. doi:10.1016/j.lindif.2007.08.001
- Keller, J. M. (2008). First principles of motivation to learn and e-learning. Distance Education, 29(2), 175–185. doi:10.1080/01587910802154970
- Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer.
- Kover, D. J., & Worrell, F. C. (2010). The influence of instrumentality beliefs on intrinsic motivation: A study of high-achieving adolescents. Journal of Advanced Academics, 21(3), 470–498. doi:10.1177/1932202X1002100305
- Lee, J., Turner, J. E., & Thomson, M. M. (2015). A structural equation model of pre‐service teachers’ perceptions of future goals and current course‐related motivation. Japanese Psychological Research, 57(3), 231–241. doi:10.1111/jpr.12082
- Locke, E. A., Latham, G. P., & Erez, M. (1988). The determinants of goal commitment. Academy of Management Review, 13(1), 23–39. doi:10.5465/AMR.1988.4306771
- Miller, R. B., DeBacker, T. K., & Greene, B. A. (1999). Perceived instrumentality and academics: The link to task valuing. Journal of Instructional Psychology, 26(4), 250–260. Retrieved from http://search.proquest.com/docview/1416362286?accountid=28075
- Nandagopal, K., & Ericsson, K. A. (2012). An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students. Learning and Individual Differences, 22, 597–609. doi:10.1016/j.lindif.2011.11.018
- Nuttin, J., & Lens, W. (1985). Future time perspective and motivation: Theory and research method. Leuven & Hillsdale, NJ: Leuven University Press & Erlbaum.
- Peetsma, T. T. D. (2000). Future time perspective as a predictor of school investment. Scandinavian Journal of Educational Research, 44(2), 176–191. doi:10.1080/713696667
- Pekrun, R. (1993). Facets of adolescents’ academic motivation: A longitudinal expectancy-value approach. Advances in Motivation and Achievement, 8, 139–189.
- Phalet, K., Andriessen, I., & Lens, W. (2004). How future goals enhance motivation and learning in multicultural classrooms. Educational Psychology Review, 16(1), 59–89. doi:10.1023/B:EDPR.0000012345.71645.d4
- Phillips, J. M., & Gully, S. M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology, 82(5), 792. doi:10.1037/0021-9010.82.5.792
- Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92(3), 544–555. doi:10.1037/0022-0663.92.3.544
- Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33. doi:10.1037/0022-0663.82.1.33
- Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann Arbor, MI: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning. Retrieved from http://files.eric.ed.gov/fulltext/ED338122.pdf
- Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67. doi:10.1006/ceps.1999.1020
- Sanders, W. L., & Rivers, J. C. (1996) Cumulative and residual effects of teachers on future student academic achievement. Research progress report. Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center. Retrieved from http://mccluelearning.com/wp-content/uploads/2011/09/Cumulative-and-Residual-Effects-of-Teachers.pdf
- Schallert, D. L., Reed, J. H., & Turner, J. E. (2004). The interplay of aspirations, enjoyment, and work habits in academic endeavors: Why is it so hard to keep long-term commitments? Teachers College Record, 106(9), 1715–1728. doi:10.1111/tcre.2004.106.issue-9
- Schutz, P. A., & Lanehart, S. L. (1994). Long-term educational goals, subgoals, learning strategies use and the academic performance of college students. Learning and Individual Differences, 6, 399–412. doi:10.1016/1041-6080(94)90002-7
- Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology, 26(4), 481–506. doi:10.1006/ceps.2000.1073
- Simon, J., Dewitte, S., & Lens, W. (2004). The role of different types of instrumentality in motivation, study strategies, and performance: Know why you learn, so you’ll know what you learn! British Journal of Educational Psychology, 74, 343–360. doi:10.1348/0007099041552314
- Simons, J., Dewitte, S., & Lens, W. (2000). Wanting to have vs. wanting to be: The effect of perceived instrumentality on goal orientation. British Journal of Psychology, 91, 335–351. doi:10.1348/000712600161862
- Tabachnick, S. E., Miller, R. B., & Relyea, G. E. (2008). The relationships among students’ future-oriented goals and subgoals, perceived task instrumentality and task-oriented self-regulation strategies in an academic environment. Journal of Educational Psychology, 100(3), 629–642. doi:10.1037/0022-0663.100.3.629
- Turner, J. E., & Husman, J. (2008). Emotional and cognitive self-regulation following academic shame. Journal of Advanced Academics, 20(1), 138–173. doi:10.4219/jaa-2008-864
- Turner, J. E., & Schallert, D. L. (2001). Expectancy–value relationships of shame reactions and shame resiliency. Journal of Educational Psychology, 93(2), 320. doi:10.1037//0022-0663.93.2.320
- Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 1–12. doi:10.1016/j.lindif.2005.06.004
- Zimmerman, B. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. doi:10.1016/0361-476X(86)90027-5