|GARNET: Geoscience Affective Research Network|
Bonney, C.R., Kempler, T.M., Zusho, A., Coppola, B.P., and Pintrich, P.R., 2005, Student learning in science classrooms: What role does motivation play? In, Beyond Cartesian Dualism, Alsop, S., (ed), p. 83-97.
Duncan, T.G., and McKeachie, W.J., 2005, The making of the Motivated Strategies for Learning Questionnaire. Educational Psychologist, v. 40, p. 117-128.
Johnson, G.R., Eison, J.A., Abbott, R., Meiss, G.T., Moran, K., Morgan, J.A., Pasternack, T.L., Zaremba, E., and McKeachie, W.J., 1991, Teaching tips for users of the Motivated Strategies for Learning Questionnaire (MSLQ). Technical Report 91-B-005, National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI, 45 p.
Ormond, J., 2006, Essentials of educational psychology. Pearson/Merril-Prentice Hall, Upper Saddle River, New Jersey.
Pintrich, P.R., Smith, D.A.F., Garcia, T., and McKeachie, W.J., 1991, A manual for the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Report 91-B-004, National Center for Research to Improve Postsecondary Teaching and Learning, Ann Arbor, MI, 87 p.
Pintrich, P. R., Marx, R.W., and Boyle, R. B., 1993, Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, v. 63, p. 167–199.
Seymour, E., and Hewitt, N.M., 1997, Talking about leaving: Why undergraduates leave the sciences. Westview Press, Boulder, 429 p.
Sinatra, G.M., 2005, The “Warming Trend” in conceptual change research: The legacy of Paul R. Pintrich. Educational Psychologist, v. 40, p. 107-115.
Strenta, A.C., Elliott, R., Adair, R., Matier, and Scott, J., 1994, Choosing and leaving science in highly selective institutions. Research in Higher Education, v. 35, #5, p. 513-547.
Wolters, C. A. and Pintrich, P. R., 1998, Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms. Instructional Science, v. 26, p. 27-47.
|back to Affective Domain||MEAS Geoscience Education|