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A Meta-Analysis of Negative Feedback on Intrinsic Motivation

https://doi.org/10.1007/s10648-018-9446-6
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What this work says

Outgoing claims: the papers this work cites, builds on, or argues with.

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The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals
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Affect and the overjustification effect.
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Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
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Person versus process praise and criticism: Implications for contingent self-worth and coping.
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Intrinsic motivation as influenced by task interdependence and goal setting.
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Negative effects of destructive criticism: Impact on conflict, self-efficacy, and task performance.
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Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance.
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Academic intrinsic motivation in young elementary school children.
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Classrooms: Goals, structures, and student motivation.
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Combining effect size estimates in meta-analysis with repeated measures and independent-groups designs.
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requivalent: A simple effect size indicator.
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The Effects of Positive and Negative Verbal Feedback on the Intrinsic Motivation of Male and Female Subjects
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Factors Affecting Intrinsic Motivation among University Students in Taiwan
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The Effects of Self-Esteem, Task Label, and Performance Feedback on Task Liking and Intrinsic Motivation
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Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes
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The Construction of an Index Number of Bond Yields in the United States, 1859 to 1926
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A Nonparametric "Trim and Fill" Method of Accounting for Publication Bias in Meta-Analysis
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Peer feedback: the learning element of peer assessment
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Criticism or Praise? The Impact of Verbal versus Text-Only Computer Feedback on Social Presence, Intrinsic Motivation, and Recall
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The influence of teacher feedback on children's perceptions of student–teacher relationships
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Feedback Sign Effect on Motivation: Is it Moderated by Regulatory Focus?
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Is Bad News Always Bad?: Cue and Feedback Effects on Intrinsic Motivation
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The Effects of Feedback Valence and Style on Need Satisfaction, Self-Talk, and Perseverance Among Tennis Players: An Experimental Study
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Competence Valuation as a Strategic Intrinsic Motivation Process
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Achievement Goal Task Framing and Fit With Personal Goals Modulate the Neurocognitive Response to Corrective Feedback
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Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement
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Statistical Methods for Meta-Analysis
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Feedback in Written Instruction
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Coming to Terms: How Researchers in Learning and Literacy Talk About Knowledge
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Intrinsic Motivation and Self-Determination in Human Behavior
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The Handbook of Research Synthesis.
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Effect of Manipulating Positive and Negative Feedback on Goal Orientations, Perceived Motivational Climate, Satisfaction, Task Choice, Perception of Ability, and Attitude toward Physical Education Lessons
inferredcites →https://doi.org/10.2466/pms.105.5.67-82openalex-snapshot
EFFECT OF MANIPULATING POSITIVE AND NEGATIVE FEEDBACK ON GOAL ORIENTATIONS, PERCEIVED MOTIVATIONAL CLIMATE, SATISFACTION, TASK CHOICE, PERCEPTION OF ABILITY, AND ATTITUDE TOWARD PHYSICAL EDUCATION LESSONS
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The Power of Feedback
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The Instructional Effect of Feedback in Test-Like Events
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Feedback and Self-Regulated Learning: A Theoretical Synthesis
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Focus on Formative Feedback
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Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes
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Estimating the Difference Between Published and Unpublished Effect Sizes
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Self-Verification Theory
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Visible Learning for Teachers: Maximizing Impact on Learning
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New Directions in Attribution Research
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Goal-Directed Behavior
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Handbook of theories of social psychology
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Animal intelligence; experimental studies

What points at this work

Incoming claims: where this work appears in other papers’ reference lists and arguments.

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Students’ Adaption of Progression Following Quiz Feedback Predicts Exam Success
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Effects of self-assessment and peer assessment on motivation: two multilevel meta analysis with experimental studies
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From the Automated Assessment of Student Essay Content to Highly Informative Feedback: a Case Study
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Teacher feedback and students’ self-concept, intrinsic value, and achievement in mathematics: Juxtaposing between- and within-person perspectives on long-term reciprocal relationships
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Students ignore their mistakes: Elaborated error feedback processing in a digital learning system
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2025.102396openalex-snapshot
How to enhance elaborated feedback in computer-based assessment: The role of multimedia and emotional design factors
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2025.102414openalex-snapshot
A renaissance in feedback science? Reviewing and reimagining feedback research methods
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2025.102427openalex-snapshot
Leveraging the power and potential of feedback: Conceptual contributions and areas for expansion
inferred← citeshttps://doi.org/10.1016/j.cedpsych.2026.102479openalex-snapshot
Growth Feedback, Mastery-approach Goals, and Learning-related Outcomes: An Achievement Goal Perspective
inferred← citeshttps://doi.org/10.1016/j.chbr.2025.100818openalex-snapshot
Effects of item-based feedback in Computer-Based Learning environments on autonomous motivation: a systematic review
inferred← citeshttps://doi.org/10.1016/j.compedu.2022.104499openalex-snapshot
Remote learning experiences of girls, boys and non-binary students
inferred← citeshttps://doi.org/10.1016/j.compedu.2023.104785openalex-snapshot
Computer-based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes
inferred← citeshttps://doi.org/10.1016/j.edurev.2026.100849openalex-snapshot
If learners have a choice! A systematic literature review on feedback choice in computer-based learning
inferred← citeshttps://doi.org/10.1016/j.hrmr.2023.100971openalex-snapshot
The delivery of bad news: An integrative review and path forward
inferred← citeshttps://doi.org/10.1016/j.ijans.2025.100921openalex-snapshot
Support strategies for the development of first-year undergraduate nursing students’ clinical competencies: A scoping review
inferred← citeshttps://doi.org/10.1016/j.ijer.2019.09.005openalex-snapshot
A meta-review of the student role in feedback
inferred← citeshttps://doi.org/10.1016/j.ijhm.2024.103860openalex-snapshot
When can empowering leadership foster intrinsic motivation and proactive performance in the tourism and hospitality industry? A moderated mediation model
inferred← citeshttps://doi.org/10.1016/j.ijme.2022.100614openalex-snapshot
Flipped classroom in business and entrepreneurship education: A systematic review and future research agenda
inferred← citeshttps://doi.org/10.1016/j.im.2026.104434openalex-snapshot
Seeking love or fearing loss: divergent motivations in content creations of mega and micro creators on social media platforms
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2022.101658openalex-snapshot
Providing external feedback and prompting the generation of internal feedback fosters achievement, strategies and motivation in concept learning
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2023.101847openalex-snapshot
Individualizing goal-setting interventions using automated writing evaluation to support secondary school students’ text revisions
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.101948openalex-snapshot
Do achievement goals and self-efficacy matter for feedback use?
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.102022openalex-snapshot
Reading and writing feedback perceptions among multilingual and monolingual learners across K-20 contexts: A systematic review
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.102030openalex-snapshot
Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2024.102065openalex-snapshot
Effects of learner choice over automated, immediate feedback
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102152openalex-snapshot
Relevance of student motivation for providing high-quality peer-feedback: Results of two field studies
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2025.102223openalex-snapshot
Examining short-term self-efficacy change connections with performance, perceived difficulty, and interest
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2026.102368openalex-snapshot
Negative feedback is fine, but don’t mix your messages! simultaneous social- and temporal-comparative feedback and task performance
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2026.102413openalex-snapshot
Feedback complexities interact with prior knowledge
inferred← citeshttps://doi.org/10.1016/j.lindif.2025.102836openalex-snapshot
The winner takes it all – Effects of leaderboard-based feedback on cognitive performance and motivation
inferred← citeshttps://doi.org/10.1016/j.lmot.2026.102340openalex-snapshot
Competing feedback signals in english as a foreign language learning: Chinese learners’ motivation, emotions, persistence, achievement, and ambivalence
inferred← citeshttps://doi.org/10.1016/j.newideapsych.2024.101091openalex-snapshot
A theoretical analysis of the implications of self-determination theory in explaining the effectiveness of feedback-seeking behaviors and the seeker's reaction to feedback: A research agenda
inferred← citeshttps://doi.org/10.1016/j.physbeh.2020.113086openalex-snapshot
The effects of positive and negative verbal feedback on repeated force production
inferred← citeshttps://doi.org/10.1016/j.psychsport.2025.102861openalex-snapshot
An experimental study of the effects of contextual pressure and performance feedback on coaching styles and athlete experiences in youth basketball
inferred← citeshttps://doi.org/10.1016/j.serev.2024.100045openalex-snapshot
‘Good job!’ the impact of positive and negative feedback on performance
inferred← citeshttps://doi.org/10.1016/j.stueduc.2024.101351openalex-snapshot
How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’
inferred← citeshttps://doi.org/10.1016/j.stueduc.2024.101408openalex-snapshot
Peer feedback in higher education: How students’ roles affect providing and receiving feedback
inferred← citeshttps://doi.org/10.1016/j.tsc.2025.101844openalex-snapshot
Effects of corrective feedback on writing motivation and anxiety: A structural equation model of adult CSL learners in Vietnam
inferred← citeshttps://doi.org/10.1027/1015-5759/a000841openalex-snapshot
Receptivity to Instructional Computer-Based Feedback (RIF)
inferred← citeshttps://doi.org/10.1037/edu0000708openalex-snapshot
Students’ motivational trajectories and academic success in math-intensive study programs: Why short-term motivational assessments matter.
inferred← citeshttps://doi.org/10.1037/mot0000194openalex-snapshot
Building a science of motivated persons: Self-determination theory’s empirical approach to human experience and the regulation of behavior.
inferred← citeshttps://doi.org/10.1044/2022_ajslp-22-00251openalex-snapshot
Motivation in Aphasia Treatment: Self-Determination Theory Applied to the FOURC Model
inferred← citeshttps://doi.org/10.1055/a-2307-0712openalex-snapshot
Möglichkeit und Grenzen von Debriefing in der Zentralen Notaufnahme
inferred← citeshttps://doi.org/10.1080/0020739x.2026.2731339openalex-snapshot
Informative tutoring feedback strategies in university calculus teaching: effects on students’ performance, self-efficacy and calibration
inferred← citeshttps://doi.org/10.1080/00220973.2022.2137096openalex-snapshot
Effects of Mothers’ Mindset and Perceived Child Competence on Their Learning Involvement
inferred← citeshttps://doi.org/10.1080/00220973.2025.2549870openalex-snapshot
Goal Clarification and Process Feedback Matter: Reducing Test Anxiety in Low-Stakes Testing
inferred← citeshttps://doi.org/10.1080/00461520.2021.1897009openalex-snapshot
Implications of the open science era for educational psychology research syntheses
inferred← citeshttps://doi.org/10.1080/00461520.2022.2134135openalex-snapshot
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research
inferred← citeshttps://doi.org/10.1080/00461520.2023.2224444openalex-snapshot
Toward a cohesive psychological science of effective feedback
inferred← citeshttps://doi.org/10.1080/00461520.2023.2274104openalex-snapshot
A meta-analysis of teachers’ provision of structure in the classroom and students’ academic competence beliefs, engagement, and achievement
inferred← citeshttps://doi.org/10.1080/00461520.2025.2533232openalex-snapshot
How (much) do people revise their goals after success and failure? The Triple-A model of goal revision
inferred← citeshttps://doi.org/10.1080/00461520.2026.2636491openalex-snapshot
How will I be graded? The past, present, and future of research on grading policies and student motivation in secondary and postsecondary education
inferred← citeshttps://doi.org/10.1080/00940771.2023.2232264openalex-snapshot
A literature review of Black and Latiné youth’s experience of inequitable feedback: How can middle school educators provide motivationally-supportive feedback?
inferred← citeshttps://doi.org/10.1080/01434632.2024.2365947openalex-snapshot
Parental involvement influences the relationship between children’s L2 Chinese reading motivation and reading performance: a longitudinal person-centred moderation analysis
inferred← citeshttps://doi.org/10.1080/01443410.2019.1693510openalex-snapshot
Individual differences in self-reported use of assessment feedback: the mediating role of feedback beliefs
inferred← citeshttps://doi.org/10.1080/01443410.2020.1725449openalex-snapshot
Effects of cognitive appraisal styles and feedback types on feedback acceptance and motivation for challenge
inferred← citeshttps://doi.org/10.1080/01443410.2021.1951671openalex-snapshot
Making feedback constructive: the interplay of undergraduates' motivation with perceptions of feedback specificity and friendliness
inferred← citeshttps://doi.org/10.1080/01443410.2024.2354686openalex-snapshot
Perceived formative assessment and student motivational beliefs and self-regulation strategies: a multilevel analysis
inferred← citeshttps://doi.org/10.1080/01443410.2025.2470829openalex-snapshot
The relationship between formative assessment, science interest, and science achievement: a mediation model
inferred← citeshttps://doi.org/10.1080/02602938.2020.1765228openalex-snapshot
Formative assessment as practice: the role of students’ motivation
inferred← citeshttps://doi.org/10.1080/02602938.2023.2235635openalex-snapshot
Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing
inferred← citeshttps://doi.org/10.1080/02602938.2024.2407945openalex-snapshot
Research impacts and trends in feedback literacy: a bibliometric analysis
inferred← citeshttps://doi.org/10.1080/03004279.2023.2199775openalex-snapshot
Supporting intrinsic motivation and learning-friendly attributions in German student–teacher-conferences
inferred← citeshttps://doi.org/10.1080/03055698.2025.2573312openalex-snapshot
Mismatched expectation: lessons learned from university student engagement behaviours with an instructor’s feedback in Korea
inferred← citeshttps://doi.org/10.1080/08824096.2025.2589105openalex-snapshot
How observing interactions online affects attitudes and behavioral intention toward online social support: a vicarious interactions perspective
inferred← citeshttps://doi.org/10.1080/08853134.2024.2305496openalex-snapshot
In search of digital solution sellers: the role of non-monetary motivation and empowering leadership behaviors
inferred← citeshttps://doi.org/10.1080/08924562.2020.1867270openalex-snapshot
Ten Practical Strategies to Motivate Students in Physical Education: Psychological Need-Support Approach
inferred← citeshttps://doi.org/10.1080/08924562.2026.2681469openalex-snapshot
From Research to Practice: Five Evidence-Based Strategies to Boost Athlete Engagement and Prevent Burnout
inferred← citeshttps://doi.org/10.1080/08998280.2025.2605610openalex-snapshot
Negative feedback in graduate medical education: perspectives from self-determination theory
inferred← citeshttps://doi.org/10.1080/09650792.2026.2676846openalex-snapshot
Applying embedded appreciative inquiry within an academic department to inspire faculty collaboration and community
inferred← citeshttps://doi.org/10.1080/10447318.2022.2089812openalex-snapshot
Wellbeing Supportive Design – Research-Based Guidelines for Supporting Psychological Wellbeing in User Experience
inferred← citeshttps://doi.org/10.1080/10696679.2025.2552271openalex-snapshot
Failed charity fundraising and strengthened benevolence: the counterfactual thinking effect in fundraising outcome feedback
inferred← citeshttps://doi.org/10.1080/1359432x.2025.2538723openalex-snapshot
The functional and dysfunctional consequences of supervisor negative feedback: the roles of affective rumination, metacognition, and regulatory focus
inferred← citeshttps://doi.org/10.1080/1359432x.2025.2596260openalex-snapshot
Does one size fit all? Individual differences and reactions to feedback: a meta-analysis
inferred← citeshttps://doi.org/10.1080/14703297.2022.2155211openalex-snapshot
Rather to receive praise than criticism? Understanding students’ perceptions of feedback valences in academic writing
inferred← citeshttps://doi.org/10.1080/14729679.2022.2087195openalex-snapshot
By land or sea: Exploring motivations for outdoor adventure activities in a college student population
inferred← citeshttps://doi.org/10.1080/15391523.2025.2471765openalex-snapshot
Understanding individual differences in students’ responses to technology-based feedback on a writing task: the role of achievement motives and initial task performance
inferred← citeshttps://doi.org/10.1080/17439760.2026.2630847openalex-snapshot
Intellectual humility predicts receptivity to negative feedback that supports learning
inferred← citeshttps://doi.org/10.1080/2331186x.2022.2107297openalex-snapshot
Afghan English teachers’ and students’ perceptions of formative assessment: A comparative analysis
inferred← citeshttps://doi.org/10.1080/2331186x.2025.2500000openalex-snapshot
Key drivers of success in online learning for undergraduate students in logistics and supply chain management
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.001.0001openalex-snapshot
Motivation Science
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.002.0003openalex-snapshot
Copyright Page
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.002.0006openalex-snapshot
About the bMRI Symposium on Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.002.0010openalex-snapshot
Introduction
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0001openalex-snapshot
What Is Motivation, Where Does It Come from, and How Does It Work?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0002openalex-snapshot
Energization and Direction Are Both Essential Parts of Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0003openalex-snapshot
What Is Motivation?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0004openalex-snapshot
Motivation Processes and Outcomes
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0005openalex-snapshot
Motivation Is the Interaction Between Dispositions and Context
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0006openalex-snapshot
Motivation Is the State of Wanting Something . . . But Do We Want the Right Things?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0007openalex-snapshot
Wanting to Feel Effective in Our Goal Pursuits for Both Outcomes and Process
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0008openalex-snapshot
Pleasure, Utility, and Goals
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0009openalex-snapshot
Jingle-Jangle Fallacies in Motivation Science
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0010openalex-snapshot
Academic Self-Concept
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0011openalex-snapshot
Motivation Resides Only in Our Language, Not in Our Mental Processes
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0012openalex-snapshot
Insights Gained from Controversy 1
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0013openalex-snapshot
Does One Size Fit All? Cultural Perspectives on School Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0014openalex-snapshot
Where Will Michelle Go to College? Culture and Context in the Study of Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0015openalex-snapshot
Can We Really Say that Motivational Processes Are Universal Across Cultures and Contexts?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0016openalex-snapshot
Vitamins for Psychological Growth
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0017openalex-snapshot
Big-Fish-Little-Pond Effect
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0018openalex-snapshot
Insights Gained from Controversy 2
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0019openalex-snapshot
Some Motivations Make Us Happier Than Others
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0020openalex-snapshot
The Good, the Bad, and the Ugly of Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0021openalex-snapshot
Less Is Sometimes More
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0022openalex-snapshot
Do We Sometimes Surrender Our Good Motivation for Bad?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0023openalex-snapshot
Good Versus Bad Motivation? Avoiding the Lure of False Dichotomies
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0024openalex-snapshot
Insights Gained from Controversy 3
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0025openalex-snapshot
Extrinsic Rewards Undermine Motivation in the Classroom . . . Sometimes
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0026openalex-snapshot
Extrinsic Incentives/Rewards
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0027openalex-snapshot
Interest and Its Relation to Rewards, Reward Expectations, and Incentives
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0028openalex-snapshot
Competition Can Enhance Motivation—But Typically Undermines It
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0029openalex-snapshot
Insights Gained from Controversy 4
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0030openalex-snapshot
The Unconscious Sources of Motivation and Goals
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0031openalex-snapshot
Two Routes to the Self-Regulation of Motivation and Goals
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0032openalex-snapshot
The Uneasy Relationship Between Conscious and Non-Conscious Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0033openalex-snapshot
Controlling Your Own Motivation Is an Acquired Skill
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0034openalex-snapshot
A Key to Motivation Is Thinking and Acting Like You Can Change Things
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0035openalex-snapshot
Finding the Second Wind
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0036openalex-snapshot
Insights Gained from Controversy 5
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0037openalex-snapshot
Cognitions and Emotions Energize and Sustain Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0038openalex-snapshot
Dissecting the Elephant
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0039openalex-snapshot
Exploring the Boundaries Between Motivation, Cognition, and Emotion
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0040openalex-snapshot
Transactions Among Motivation, Emotion, and Cognition
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0041openalex-snapshot
Are Cognition, Motivation, and Emotion the Same or Different?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0042openalex-snapshot
Insights Gained from Controversy 6
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0043openalex-snapshot
Understanding Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0044openalex-snapshot
How Does Context Shape Motivation?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0045openalex-snapshot
Is a Focus on Looking Smart Beneficial for Students’ Engagement, Learning, and Achievement?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0046openalex-snapshot
Is There a Need for Psychological Needs in Theories of Achievement Motivation?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0047openalex-snapshot
Should Theoretical Integration Occur in the Motivation Literature?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0048openalex-snapshot
Insights Gained from Controversy 7
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0049openalex-snapshot
How Do We Motivate People? Connecting to People’s Existing Goals and Values
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0050openalex-snapshot
Creating a Motivating Learning Environment
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0051openalex-snapshot
Easy to Get People to Do Things, More Challenging to Facilitate Their Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0052openalex-snapshot
When It Comes to Motivating Others, What’s Easy Is Not Always What Works
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0053openalex-snapshot
Motivating People
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0054openalex-snapshot
How Do We Motivate People? By Working with Their Self-Beliefs
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0055openalex-snapshot
A Control-Value Approach to Affective Growth
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0056openalex-snapshot
How to Foster Motivation?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0057openalex-snapshot
You Can Motivate Others by Nurturing Five Experiences That Satisfy Their Need for Autonomy
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0058openalex-snapshot
Improving Social Contexts Can Enhance Student Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0059openalex-snapshot
What Teachers Need to Know About Promoting Student Motivation to Learn
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0060openalex-snapshot
Insights Gained from Controversy 8
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0061openalex-snapshot
Is Academic Motivation a Tree Trunk, a Fan, a Wall, a Rope, a Snake, or a Spear?
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0062openalex-snapshot
Gaps in Contemporary Motivation Research
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0063openalex-snapshot
Identifying the Role of Social Relationships in Motivating Students to Learn
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0064openalex-snapshot
Most Motivation Research in Education Is Not Yet Useful for Teachers
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0065openalex-snapshot
Motivational Researchers Must Move Beyond Linear Models to Consider Motivational Processes as Part of a Complex System
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0066openalex-snapshot
The Most Fundamental Limitation in Motivation Theory and Research Is Our Theories
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0067openalex-snapshot
Infatuation with Constructs and Losing Sight of the Motivational Phenomenon
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0068openalex-snapshot
Theoretical and Methodological Disintegration Is the Most Fundamental Limitation in Contemporary Motivation Research
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0069openalex-snapshot
Insights Gained from Controversy 9
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0070openalex-snapshot
The Next Decade
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0071openalex-snapshot
Harnessing Biopsychology and Mobile Technology to Develop Motivation Science in the Next Decade
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0072openalex-snapshot
Digitization Will Bring Profound Changes in Educational Practice and Research on Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0073openalex-snapshot
Understanding Human Motivation and Action as a Complex Dynamic System
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0074openalex-snapshot
Assessing Motivation Dynamically
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0075openalex-snapshot
Motivation in the Wild
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0076openalex-snapshot
Community-Engaged Research
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0077openalex-snapshot
Insights Gained from Controversy 10
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