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Motivating Students to Learn
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inferred← citeshttps://doi.org/10.2139/ssrn.4637606openalex-extracted
INSTRUCTIONAL PRACTICES AND STUDENT MOTIVATION TOWARDS LEARNING
inferred← citeshttps://doi.org/10.1002/9781118784235.eelt0178openalex-snapshot
Motivational Strategies
inferred← citeshttps://doi.org/10.1002/9781118784235.eelt0178.pub2openalex-snapshot
Motivational Strategies
inferred← citeshttps://doi.org/10.1002/tia2.20087openalex-snapshot
The Fearless Teaching Framework: A Model to Synthesize Foundational Education Research for University Instructors
inferred← citeshttps://doi.org/10.1002/trtr.1664openalex-snapshot
Academic Praise in Conferences: A Key for Motivating Struggling Writers
inferred← citeshttps://doi.org/10.1007/978-3-030-02899-2_36openalex-snapshot
Creating a Motivating Classroom Environment
inferred← citeshttps://doi.org/10.1007/978-3-030-34032-2_12openalex-snapshot
Gamifying Online Knowledge Sharing Environment: A Motivating User Interface Design
inferred← citeshttps://doi.org/10.1007/978-3-030-44810-3_3openalex-snapshot
Developing and Testing Theories of Educational Effectiveness Addressing the Dynamic Nature of Education
inferred← citeshttps://doi.org/10.1007/978-3-030-50788-6_16openalex-snapshot
Supporting Metacognitive Learning Strategies Through an Adaptive Application
inferred← citeshttps://doi.org/10.1007/978-3-030-65632-4_13openalex-snapshot
Transformative Experience: A Motivational Perspective on Transfer
inferred← citeshttps://doi.org/10.1007/978-3-032-08523-8_3openalex-snapshot
Making Inclusion Work in School Settings for Children with Developmental Disabilities and Chronic Illnesses
inferred← citeshttps://doi.org/10.1007/978-3-319-58542-0_36-1openalex-snapshot
Creating a Motivating Classroom Environment
inferred← citeshttps://doi.org/10.1007/978-981-13-3021-6_34-1openalex-snapshot
Why Is It So? Interest and Curiosity in Supporting Students Gifted in Science
inferred← citeshttps://doi.org/10.1007/978-981-13-3041-4_34openalex-snapshot
Why Is It So? Interest and Curiosity in Supporting Students Gifted in Science
inferred← citeshttps://doi.org/10.1007/978-981-13-7740-2_12openalex-snapshot
Theories of Motivation in Open and Distance Education
inferred← citeshttps://doi.org/10.1007/978-981-16-3868-8_11openalex-snapshot
Curiosity, Collaboration and Critical Reflection: Developing Primary Source Literacies in an Undergraduate History Subject
inferred← citeshttps://doi.org/10.1007/978-981-287-215-9_17openalex-snapshot
Mathematical Conversations that Challenge Children’s Thinking
inferred← citeshttps://doi.org/10.1007/s10648-020-09589-zopenalex-snapshot
Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis
inferred← citeshttps://doi.org/10.1007/s10956-022-10010-3openalex-snapshot
The Impact of Physics Education Technology (PhET) Interactive Simulation-Based Learning on Motivation and Academic Achievement Among Malawian Physics Students
inferred← citeshttps://doi.org/10.1007/s10956-022-10013-0openalex-snapshot
Characteristics and Recommendations for the Virtual Role Model Visit — Based on a Literature Review
inferred← citeshttps://doi.org/10.1007/s10964-018-0869-7openalex-snapshot
Defending Victims of Bullying in Early Adolescence: A Multilevel Analysis
inferred← citeshttps://doi.org/10.1007/s12186-016-9160-9openalex-snapshot
The Role of Age and Occupational Future Time Perspective in Workers’ Motivation to Learn
inferred← citeshttps://doi.org/10.1007/s40692-025-00353-2openalex-snapshot
Students' online engagement in higher education: a DEMATEL study
inferred← citeshttps://doi.org/10.1016/j.caeo.2024.100170openalex-snapshot
The socio-digital engagement of adolescents and their cognitive—Educational needs a case study: Serbia
inferred← citeshttps://doi.org/10.1016/j.heliyon.2021.e08256openalex-snapshot
Developing an active-learning app to improve critical thinking: item selection and gamification effects
inferred← citeshttps://doi.org/10.1016/j.ijer.2021.101820openalex-snapshot
Novice teachers’ developing beliefs on learner motivation: An agentic perspective
inferred← citeshttps://doi.org/10.1016/j.ijme.2014.05.002openalex-snapshot
Two approaches to entrepreneurship education: The different effects of education for and through entrepreneurship at the lower secondary level
inferred← citeshttps://doi.org/10.1016/j.jclepro.2017.10.049openalex-snapshot
Confronting learning challenges in the field of maritime and coastal engineering: Towards an educational methodology for sustainable development
inferred← citeshttps://doi.org/10.1016/j.jhlste.2015.07.004openalex-snapshot
Awakening student creativity: Empirical evidence in a learning environment context
inferred← citeshttps://doi.org/10.1016/j.jhlste.2020.100276openalex-snapshot
Learning tourism and hospitality subjects with massive open online courses (MOOCs): A cross-sectional and longitudinal study
inferred← citeshttps://doi.org/10.1016/j.lindif.2016.07.012openalex-snapshot
The longitudinal influences of peers, parents, motivation, and mathematics course-taking on high school math achievement
inferred← citeshttps://doi.org/10.1016/j.lindif.2016.11.005openalex-snapshot
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings
inferred← citeshttps://doi.org/10.1016/j.lindif.2019.01.007openalex-snapshot
Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis
inferred← citeshttps://doi.org/10.1016/j.marpol.2017.05.035openalex-snapshot
The communicative competence of Chinese seafarers and their employability in the international maritime labour market
inferred← citeshttps://doi.org/10.1016/j.rcsar.2016.07.003openalex-snapshot
Is it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes
inferred← citeshttps://doi.org/10.1016/j.stueduc.2018.07.008openalex-snapshot
Does the design of learning outcomes matter from students’ perspective?
inferred← citeshttps://doi.org/10.1016/j.system.2023.103162openalex-snapshot
Nudging students' interest in learning a new language: An experimental proof of concept for an online informational-nudge
inferred← citeshttps://doi.org/10.1016/j.tate.2019.04.018openalex-snapshot
Learning to foster autonomous motivation – Chilean novice teachers’ perspectives
inferred← citeshttps://doi.org/10.1017/9781108235532openalex-snapshot
The Cambridge Handbook of Applied School Psychology
inferred← citeshttps://doi.org/10.1017/9781108235532.001openalex-snapshot
Broadening the Focus of School Psychology Practice
inferred← citeshttps://doi.org/10.1017/9781108235532.002openalex-snapshot
Enhancing Reading Motivation in Schools
inferred← citeshttps://doi.org/10.1017/9781108235532.003openalex-snapshot
Addressing “Won’t Do” Issues in Mathematics
inferred← citeshttps://doi.org/10.1017/9781108235532.004openalex-snapshot
Learning Disabilities in Mathematics
inferred← citeshttps://doi.org/10.1017/9781108235532.005openalex-snapshot
Executive Function and School Performance
inferred← citeshttps://doi.org/10.1017/9781108235532.007openalex-snapshot
Helping Teachers Use Progress Monitoring Data for Intervention Decisions
inferred← citeshttps://doi.org/10.1017/9781108235532.008openalex-snapshot
Supporting Teachers in Tier 1 Instruction: Use of Coaching and Formative Assessment
inferred← citeshttps://doi.org/10.1017/9781108235532.009openalex-snapshot
The Academic Support Index: A Tool for Contextualizing Student Data
inferred← citeshttps://doi.org/10.1017/9781108235532.010openalex-snapshot
Belonging in Schools: A Social Psychological Perspective
inferred← citeshttps://doi.org/10.1017/9781108235532.011openalex-snapshot
Cross-Race/Ethnic Friendships in School
inferred← citeshttps://doi.org/10.1017/9781108235532.012openalex-snapshot
Self-Regulated Learning in School Contexts
inferred← citeshttps://doi.org/10.1017/9781108235532.013openalex-snapshot
School Environments that Facilitate Delaying Gratification
inferred← citeshttps://doi.org/10.1017/9781108235532.014openalex-snapshot
Understanding and Cultivating Hope in School
inferred← citeshttps://doi.org/10.1017/9781108235532.015openalex-snapshot
School Settings that Facilitate High Teacher Expectations
inferred← citeshttps://doi.org/10.1017/9781108235532.016openalex-snapshot
Parental Autonomy and Relatedness Support
inferred← citeshttps://doi.org/10.1017/9781108235532.017openalex-snapshot
Preventing and Minimizing Stereotype Threat in School Settings
inferred← citeshttps://doi.org/10.1017/9781108235532.018openalex-snapshot
The Hidden Classroom: How Gender Stereotypes Impact Academic Achievement
inferred← citeshttps://doi.org/10.1017/9781108235532.019openalex-snapshot
Internalizing Problems and Disorders of Childhood
inferred← citeshttps://doi.org/10.1017/9781108235532.020openalex-snapshot
Adolescent Suicidal Behavior in Schools: What to Know and What to Do
inferred← citeshttps://doi.org/10.1017/9781108235532.021openalex-snapshot
Emotional Disturbance versus Social Maladjustment
inferred← citeshttps://doi.org/10.1017/9781108235532.022openalex-snapshot
Autism Spectrum Disorder and Illegal Acts
inferred← citeshttps://doi.org/10.1017/9781108235532.023openalex-snapshot
Effective Bullying Prevention and Intervention Strategies for School Professionals
inferred← citeshttps://doi.org/10.1017/9781108235532.024openalex-snapshot
Principles of Prevention and Intervention to Close Discipline Gaps in Schools
inferred← citeshttps://doi.org/10.1017/9781108235532.025openalex-snapshot
Social and Emotional Learning in Schools
inferred← citeshttps://doi.org/10.1017/9781108235532.026openalex-snapshot
Impairments Related to Medical Conditions
inferred← citeshttps://doi.org/10.1017/9781108235532.027openalex-snapshot
Psychological Considerations for Asthma
inferred← citeshttps://doi.org/10.1017/9781108235532.028openalex-snapshot
Substance Use and Misuse Prevention: Guidance for Practitioners
inferred← citeshttps://doi.org/10.1017/9781108235532.029openalex-snapshot
Coordinating Services with Nonschool Providers
inferred← citeshttps://doi.org/10.1017/9781108235532.030openalex-snapshot
Parent–Teacher Relationships
inferred← citeshttps://doi.org/10.1017/9781108235532.031openalex-snapshot
The School Psychologist’s Role in Facilitating the Transition to College
inferred← citeshttps://doi.org/10.1017/9781108235532.032openalex-snapshot
Transition from School to Work within a Theory-based Problem-Solving Framework
inferred← citeshttps://doi.org/10.1017/9781108235532.033openalex-snapshot
School Psychologists in Early Childhood Settings
inferred← citeshttps://doi.org/10.1017/9781108235532.034openalex-snapshot
Identifying and Serving Gifted and Talented Students
inferred← citeshttps://doi.org/10.1017/9781108235532.035openalex-snapshot
How Best to Serve Court-Involved Youth in Schools
inferred← citeshttps://doi.org/10.1017/9781108235532.036openalex-snapshot
School-Based Interventions for Refugee Children and Adolescents
inferred← citeshttps://doi.org/10.1017/9781108235532.037openalex-snapshot
Rising to the Challenge: A School Psychology for All Students
inferred← citeshttps://doi.org/10.1017/s0261444817000088openalex-snapshot
The motivational dimension of language teaching
inferred← citeshttps://doi.org/10.1021/acs.jchemed.8b00435openalex-snapshot
Exposure to Nanoscience and Nanotechnology Using Guided-Inquiry-Based Activities with Silica Aerogel To Promote High School Students’ Motivation
inferred← citeshttps://doi.org/10.1038/s41598-025-03894-9openalex-snapshot
Exploring the association between episodic future thinking and learning engagement under intrinsic motivation mediation and teacher support moderation
inferred← citeshttps://doi.org/10.1039/d2rp00165aopenalex-snapshot
Social support and continuing motivation in chemistry: the mediating roles of interest in chemistry and chemistry self-efficacy
inferred← citeshttps://doi.org/10.1057/978-1-137-54844-3_9openalex-snapshot
Empathy and Emotion in Education and Beyond
inferred← citeshttps://doi.org/10.1080/00098655.2014.998600openalex-snapshot
How Can Student Success Support Teacher Self-Efficacy and Retention?
inferred← citeshttps://doi.org/10.1080/00220671.2018.1469112openalex-snapshot
Middle school students' conceptual perceptions of the social studies course, and their transfer of the outcomes to daily life
inferred← citeshttps://doi.org/10.1080/00933104.2019.1651682openalex-snapshot
The influence of teacher-student and student-student relationships on societal involvement in Dutch primary and secondary schools
inferred← citeshttps://doi.org/10.1080/02671522.2019.1568529openalex-snapshot
The effect of teacher-student and student-student relationships on the societal involvement of students
inferred← citeshttps://doi.org/10.1080/02699931.2015.1061480openalex-snapshot
Does displayed enthusiasm favour recall, intrinsic motivation and time estimation?
inferred← citeshttps://doi.org/10.1080/09588221.2021.1976210openalex-snapshot
EFL learners’ self-determination and acceptance of LMOOCs: the UTAUT model
inferred← citeshttps://doi.org/10.1080/10570314.2015.1078494openalex-snapshot
Students’ Experiences of Bullying in High School and Their Adjustment and Motivation During the First Semester of College
inferred← citeshttps://doi.org/10.1080/2331186x.2023.2266206openalex-snapshot
Exploring college students’ motivations for choosing online learning program
inferred← citeshttps://doi.org/10.1086/703176openalex-snapshot
The Quality of Mathematics Instruction in Kindergarten: Associations with Students’ Achievement and Motivation
inferred← citeshttps://doi.org/10.1093/jaarel/lfw006openalex-snapshot
The Scholarship of Teaching and Learning in Religious Studies
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.001.0001openalex-snapshot
Motivation Science
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.002.0006openalex-snapshot
About the bMRI Symposium on Motivation
inferred← citeshttps://doi.org/10.1093/oso/9780197662359.003.0001openalex-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/9780197662359.003.0054openalex-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/9780197662359.003.0071openalex-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
inferred← citeshttps://doi.org/10.1093/oxfordhb/9780190243470.013.8openalex-snapshot
Biopsychosocial Mechanisms Linking Discrimination to Health: A Focus on Social Cognition
inferred← citeshttps://doi.org/10.1108/978-1-64802-368-220251005openalex-snapshot
How Energy Flows In Groups
inferred← citeshttps://doi.org/10.1108/jarhe-06-2024-0290openalex-snapshot
Exploring the mediating role of professional and constitutional values and the moderating role of sex in the relationship between hidden curriculum and student achievement in teacher education programmes
inferred← citeshttps://doi.org/10.1111/asap.12168openalex-snapshot
Attitudes toward Food Insecurity in the United States
inferred← citeshttps://doi.org/10.1111/exsy.12570openalex-snapshot
Evaluation of an interactive educational system in urban knowledge acquisition and representation based on students' profiles
inferred← citeshttps://doi.org/10.11648/j.ijsedu.20170501.11openalex-snapshot
Towards Adoption of Constructivist Instructional Approach in Learning Biology in Secondary School Students in Kenya: Addressing Learner Attitude
inferred← citeshttps://doi.org/10.1177/00910260221096857openalex-snapshot
Mission Match and Organizational Satisfaction: Testing the Mediating Role of Perceived Reputation
inferred← citeshttps://doi.org/10.1177/0734282920903165openalex-snapshot
Confirming the Factor Structure of a Research-Based Mid-Semester Evaluation of College Teaching
inferred← citeshttps://doi.org/10.1177/0897190019875610openalex-snapshot
Gagné’s 9 Events of Instruction With Active Learning: Teaching Student Pharmacists How to Measure Blood Pressure
inferred← citeshttps://doi.org/10.1177/10538259211012716openalex-snapshot
Undergraduates’ Motivation Following a Zoo Experience: Status Matters but Structure Does not
inferred← citeshttps://doi.org/10.1177/21582440211007112openalex-snapshot
From Instructed Writing to Free-Writing: A Study of EFL Learners
inferred← citeshttps://doi.org/10.1371/journal.pone.0274229openalex-snapshot
Examining the causal relationships between interpersonal motivation, engagement, and academic performance among university students
inferred← citeshttps://doi.org/10.15446/male.n11.71860openalex-snapshot
Un análisis de los factores relacionados con la motivación de los estudiantes de italiano de la Universidad Kyoto Sangyo (Japón)
inferred← citeshttps://doi.org/10.15516/cje.v25i2.4701openalex-snapshot
Motivating Students to Learn is a Creative Act: A Qualitative Study on Teachers’ Beliefs/Uvjerenja učitelja o motivaciji učenika za učenje: kvalitativna studija
inferred← citeshttps://doi.org/10.15642/ijet2.2018.7.2.131-139openalex-snapshot
LEARNERS’ COGNITIVE LEVEL: LEARNING OUTCOMES BASED ANALYSIS
inferred← citeshttps://doi.org/10.15695/jstem/v4i1.04openalex-snapshot
Describing Informal Learning Experiences among College-age Adults
inferred← citeshttps://doi.org/10.15804/tner.2017.47.1.18openalex-snapshot
On-line Student Emotion Monitoring as a Model of Increasing Distance Learning Systems Efficiency
inferred← citeshttps://doi.org/10.1590/1807-7692bar2019180103openalex-snapshot
Gamification in Management Education: A Systematic Literature Review
inferred← citeshttps://doi.org/10.17151/kepes.2017.14.16.5openalex-snapshot
Gamificación en educación: diseñando un curso para diseñadores de juegos
inferred← citeshttps://doi.org/10.17227/nyn.vol9.num60-23020openalex-snapshot
A Tailored Approach: Contributions of a Teacher-Made EFL Book to Second Graders’ Vocabulary Acquisition in a Primary School
inferred← citeshttps://doi.org/10.17509/jpm.v4i1.14958openalex-snapshot
Motivasi belajar sebagai determinan hasil belajar siswa
inferred← citeshttps://doi.org/10.17576/3l-2019-2502-02openalex-snapshot
Binary Logistic Regression Analysis of Instructional Leadership Factors Affecting English Language Literacy in Primary Schools
inferred← citeshttps://doi.org/10.17680/erciyesiletisim.1273610openalex-snapshot
Türkiye’de Bilim İnsanlarının Kamusal İletişim Etkinlikleri ve Buna Etki Eden Faktörlerin Analizi
inferred← citeshttps://doi.org/10.18162/ritpu-2022-v19n1-06openalex-snapshot
Motivation, engagement et satisfaction des besoins psychologiques en formation initiale à l’enseignement lors des premières vagues de COVID-19
inferred← citeshttps://doi.org/10.18260/1-2--44992openalex-snapshot
Cognitive Presence Learning for Graduate Engineering Education
inferred← citeshttps://doi.org/10.18260/p.23510openalex-snapshot
An Analysis of Engaged Thought Through the Lens of Undergraduate Research
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