Reference health
Intrinsic motivation and education: Competence in context
45/45 checkable references clean · checked 2026-09-03
Every reference with a DOI in the deposited reference list resolved to a known work in Crossref or DataCite at the dated check, and none carried a retraction, withdrawal, or removal notice.
24 without a DOI — not checked. A reference deposited without a DOI is never matched by title or guessed at; it stays outside the checked set, and this line discloses that.
The 45 checked references that resolve
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Achievement goals in the classroom: Students' learning strategies and motivation processes.
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Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
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Automaticity of chronically accessible constructs in person × situation effects on person perception: It's just a matter of time.
resolves10.1037/0022-3514.37.9.1462
Competence and the overjustification effect: A developmental study.
resolves10.1207/s1532690xci0504_4
Motivation to Learn and Understand: On Taking Charge of One's Own Learning
resolves10.1037/0022-0663.79.4.474
Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance.
resolves10.1037/0022-3514.62.6.934
What young people want to know when: Effects of mastery and ability goals on interest in different kinds of social comparisons.
resolves10.1037/0022-3514.35.7.459
Enemies of exploration: Self-initiated versus other-initiated learning.
resolves10.1177/0146167292182003
Winning is Not Enough: The Effects of Competition and Achievement Orientation on Intrinsic Interest
resolves10.1007/978-1-4684-0634-4_9
Performance Evaluation and Intrinsic Motivation Processes: The Effects of Achievement Orientation and Rewards
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Performance evaluation and intrinsic motivation: The effects of evaluative focus, rewards, and achievement orientation.
resolves10.1037/0022-3514.47.2.287
Rewarding pinball wizardry: Effects of evaluation and cue value on intrinsic interest.
resolves10.1037/0022-3514.48.2.493
Competence, achievement orientation, and intrinsic motivation: A process analysis.
resolves10.1037/0012-1649.17.3.300
A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components.
resolves10.1037/0022-3514.43.1.35
Individual construct accessibility and subjective impressions and recall.
resolves10.2307/1128250
The Development of the Concepts of Effort and Ability, Perception of Academic Attainment, and the Understanding That Difficult Tasks Require More Ability
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Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance.
resolves10.1016/1041-6080(89)90010-1
Individual differences in academic motivation: Perceived ability, goals, beliefs, and values
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The Constructivist Approach to Self-Regulation and Learning in the Classroom
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Effects of fantasy contexts on children's learning and motivation: Making learning more fun.
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Effect of interest on attentional shift, recognition, and recall in young children.
resolves10.1037/0022-3514.43.3.450
Control and information in the intrapersonal sphere: An extension of cognitive evaluation theory.
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A question of competence: The effects of competence and task feedback on intrinsic interest.
resolves10.1016/0022-1031(89)90027-9
Competence feedback, task feedback, and intrinsic interest: An examination of process and context
resolves10.1177/016502549301600207
Adapting to the Environment Across the Life Span: Different Process or Different Inputs?
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Effects of instruction on intrinsic interest: The importance of context.
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Once a boring task always a boring task? Interest as a self-regulatory mechanism.
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What do people think they're doing? Action identification and human behavior.
The 24 references without a DOI — listed, not checked
no DOI — not checkedAmes, C. (1984). Competitive, cooperative, and individualistic goal structures: A cognitive-motivational analysis. In R. Ames & C. Ames (Eds.),Research on motivation in education (Vol. 1, pp. 177?207). Orlando, FL: Academic Press.
no DOI — not checkedBandura, A. (1986).Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
no DOI — not checkedCondry, J., & Chambers, J. (1978). Intrinsic motivation and the process of learning. In M. R. Lepper & D. Greene (Eds.),The hidden costs of reward: New perspectives on the psychology of human motivation (pp. 61?84). Hillsdale, NJ: Erlbaum.
no DOI — not checkedCsikszentmihalyi, M. (1978). Intrinsic rewards and emergent motivation. In M. R. Lepper & D. Greene (Eds.),The hidden costs of reward: New perspectives on the psychology of human motivation (pp. 205?216). Hillsdale, NJ: Erlbaum.
no DOI — not checkeddeCharms, R. (1968).Personal causation: The internal affective determinants of behavior. New York: Academic Press.
no DOI — not checkedHarackiewicz, J. M., & Sansone, C. (1991). Goals and intrinsic motivation: Youcan get there from here. In M. L. Maehr & P. R. Pintrich (Eds.)Advances in motivation and achievement (Vol. 7): Goals and Self-regulatory Processes (pp. 21?49). Greenwich, CT: JAI Press.
no DOI — not checkedHiggins, E. T., & Trope, Y. (1990). Activity engagement theory: Implications of multiple identifications for intrinsic motivation. In E. T. Higgins & R. M. Sorrentino (Eds.),Handbook of motivation and cognition: Foundations of social behavior (Vol. 2, pp. 229?264). New York: Guilford Press.
no DOI — not checkedKreitler, S., & Kreitler, H. (1987). Conceptions and processes of planning: The developmental perspective. In S. L. Friedman, E. K. Scholnick, & R. R. Cocking (Eds.),Blueprints for thinking (pp. 205?272). Cambridge, England: Cambridge University Press.
no DOI — not checkedKruglanski, A. W. (1978). Issues in cognitive social psychology. In M. R. Lepper & D. Greene (Eds.),The hidden costs of reward: New perspectives on the psychology of human motivation (pp. 19?29). Hillsdale, NJ: Erlbaum.
no DOI — not checkedLepper, M. R., & Malone, T. W. (1987). Intrinsic motivation and instructional effectiveness in computer-based education. In R. E. Snow & M. J. Farr (Eds.),Aptitude, learning, and instruction: III. Conative and affective process analyses (pp. 255?286). Hillsdale, NJ: Erlbaum.
no DOI — not checkedLiu, C., & Gollwitzer, P. M. (August, 1990).Stopping: People's thoughts involved in ending task persistence. Paper presented at the 98th Annual Convention of the American Psychological Association, Boston.
no DOI — not checkedMaehr, M. L. (1984). Meaning and motivation: Toward a theory of personal investment. In R. Ames & C. Ames (Eds.),Research on motivation in education (Vol. 1, pp. 115?144). Orlando, FL: Academic Press.
no DOI — not checkedMalone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.),Aptitude, learning, and instruction: III. Conative and affective process analyses (pp. 223?253). Hillsdale, NJ: Erlbaum.
no DOI — not checkedMeacham, J. A., & Emont, N. C. (1989). The interpersonal basis of everyday problem solving. In J. D. Sinnot (Ed.),Everyday problem solving (pp. 7?23). New York: Prager.
no DOI — not checkedNicholls, J. G. (1989).The competitive ethos and democratic education. Cambridge, MA: Harvard University Press.
no DOI — not checkedPervin, L. A. (1983). The stasis and flow of behavior: Toward a theory of goals. In M. M. Page (Ed.),Personality: Current theory and research (pp. 1?53). Lincoln: University of Nebraska Press.
no DOI — not checkedPintrich, P. R., & Garcia, T. (1991). Student goal orientation and self-regulation in the college classroom. In M. L. Maehr & P. R. Pintrich (Eds.),Advances in motivation and achievement (Vol. 7, pp. 371?402). Greenwich, CT: JAI Press.
no DOI — not checkedPittman, T. S., Boggiano, A. K., & Ruble, D. N. (1983). Intrinsic and extrinsic motivational orientations: Interactive effect of reward, competence feedback, and task complexity. In J. Levine & M. Wang (Eds.),Teacher and student perceptions: Implications for learning (pp. 319?340). Hillsdale, NJ: Erlbaum.
no DOI — not checkedSansone, C., Berg, C. & Weir, C. (1991, August). What are we adapting to?: Perceived environments across the lifespan. In C. Berg (Chair),Competence in context: Social-developmental lifespan perspectives on everyday competence. Symposium conducted at the 99th annual meeting of the American Psychological Association, San Francisco.
no DOI — not checkedSansone, C., Berg, C. A., Weir, C., Calderone, K., Harpster, L., & Morgan, C. (1991, April).Assessing normative contexts across the lifespan. Paper presented at the meeting of the Society for Research in Child Development, Seattle.
no DOI — not checkedSansone, C., & Voisard, B. (1990).Effects of performance norms and health benefits on motivation for an interesting or uninteresting task. Unpublished manuscript.
no DOI — not checkedSchunk, D. H. (1991). Goal setting and self-evaluation: A social cognitive perspective on self-regulation. In M. L. Maehr & P. R. Pintrich (Eds.),Advances in motivation and achievement (Vol. 7, pp. 85?113). Greenwich, CT: JAI Press.
no DOI — not checkedSpivack, G., & Shure, M. B. (1982). The cognition of social adjustment: Interpersonal cognitive problem solving thinking. In B. Lahey & A. E. Kazdin (Eds.),Advances in clinical child psychology (Vol. 5). New York: Plenum Press.
no DOI — not checkedWentzel, K. R. (1991). Social and academic goals at school: Motivation and achievement in context. In M. L. Maehr & P. R. Pintrich (Eds.),Advances in motivation and achievement (Vol. 7, pp. 185?212). Greenwich, CT: JAI Press.
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