Allan Wigfield

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	Wszystkie	Od 2020
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22 artykuły

10 artykułów

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Jacquelynne Sue EcclesUniversity of California, Irvine and Australian Catholic UniversityZweryfikowany adres z uci.edu
Stephen TonksNorthern Illinois UniversityZweryfikowany adres z niu.edu
Ana M Taboada BarberUniversity of MarylandZweryfikowany adres z umd.edu
Kwang Suk YoonAmerican Institutes for ResearchZweryfikowany adres z air.org
Susan Lutz KlaudaUniversity of Maryland, The Catholic University of AmericaZweryfikowany adres z umd.edu
Pedro BarbosaEmeritus Professor, University of Maryland, College ParkZweryfikowany adres z umd.edu
Constance FlanaganUniversity of Wisconsin-MadisonZweryfikowany adres z wisc.edu
Jenna CambriaAssistant Professor of Educational Psychology, University of ArkansasZweryfikowany adres z uark.edu
Emily Q. RosenzweigAssociate Professor, Teachers College, Columbia UniversityZweryfikowany adres z tc.columbia.edu
Katherine MuenksAssociate Professor of Educational Psychology, University of Texas at AustinZweryfikowany adres z utexas.edu
Marcia DavisAssociate Professor, Johns Hopkins UniversityZweryfikowany adres z jhu.edu
Ji Seung YangUniversity of MarylandZweryfikowany adres z umd.edu
Steven R. AsherProfessor of Psychology and Neuroscience, Duke UniversityZweryfikowany adres z duke.edu
Jens MöllerProfessor of Educational Psychology, University of Kiel, GermanyZweryfikowany adres z ipl.uni-kiel.de
Judith L. MeeceSchool of Education, UNC-CHZweryfikowany adres z email.unc.edu
Wayne OsgoodProfessor Emeritus of Criminology & Sociology, Penn State UniversityZweryfikowany adres z psu.edu
Stephanie T. LanzaPenn State Department of Biobehavioral Health; The Edna Bennett Pierce Prevention Research CenterZweryfikowany adres z psu.edu
Angela McRaeThe Catholic University of AmericaZweryfikowany adres z cua.edu
Linda BakerProfessor emerita of Psychology, University of Maryland, Baltimore CountyZweryfikowany adres z umbc.edu
James P. ByrnesTemple UniversityZweryfikowany adres z temple.edu

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Allan Wigfield

University of Maryland

Zweryfikowany adres z umd.edu

motivation self-concept gender differences


Tytuł Sortuj wg cytatów Sortuj wg roku Sortuj wg tytułu	Cytowane przez Cytowane przez	Rok
Motivational beliefs, values, and goals JS Eccles, A Wigfield Annual review of psychology 53 (1), 109-132, 2002	11927	2002
S.(2000). Expectancy-value theory of achievement motivation A Wigfield, J Eccles Contemporary Educational Psychology, 68-81, 0	11100*
Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families JS Eccles, C Midgley, A Wigfield, CM Buchanan, D Reuman, C Flanagan, ... Adolescents and their Families, 74-85, 2013	5557	2013
Increasing reading comprehension and engagement through concept-oriented reading instruction. JT Guthrie, A Wigfield, P Barbosa, KC Perencevich, A Taboada, MH Davis, ... Journal of educational psychology 96 (3), 403, 2004	4388	2004
The development of achievement task values: A theoretical analysis A Wigfield, JS Eccles Developmental review 12 (3), 265-310, 1992	3361	1992
Motivation to succeed. JS Eccles, A Wigfield, U Schiefele John Wiley & Sons, Inc., 1998	3345	1998
Age and gender differences in children's self‐and task perceptions during elementary school J Eccles, A Wigfield, RD Harold, P Blumenfeld Child development 64 (3), 830-847, 1993	2968	1993
Relations of children's motivation for reading to the amount and breadth or their reading. A Wigfield, JT Guthrie Journal of educational psychology 89 (3), 420, 1997	2948	1997
Changes in children’s self‐competence and values: Gender and domain differences across grades one through twelve JE Jacobs, S Lanza, DW Osgood, JS Eccles, A Wigfield Child development 73 (2), 509-527, 2002	2832	2002
In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs JS Eccles, A Wigfield Personality and social psychology bulletin 21 (3), 215-225, 1995	2644	1995
Development of achievement motivation A Wigfield, JS Eccles Elsevier, 2002	2518	2002
Expectancy-value theory of achievement motivation: A developmental perspective A Wigfield Educational psychology review 6, 49-78, 1994	2407	1994
Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics. JL Meece, A Wigfield, JS Eccles Journal of educational psychology 82 (1), 60, 1990	2404	1990
From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation JS Eccles, A Wigfield Contemporary educational psychology 61, 101859, 2020	2107	2020
Dimensions of children's motivation for reading and their relations to reading activity and reading achievement L Baker, A Wigfield Reading research quarterly 34 (4), 452-477, 1999	1983	1999
Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. A Wigfield, JS Eccles, D Mac Iver, DA Reuman, C Midgley Developmental psychology 27 (4), 552, 1991	1916	1991
Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. A Wigfield, JS Eccles, KS Yoon, RD Harold, AJA Arbreton, ... Journal of educational psychology 89 (3), 451, 1997	1905	1997
The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence A Wigfield, JS Eccles Development of achievement motivation, 91-120, 2002	1646	2002
Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes A Wigfield, J Cambria Developmental review 30 (1), 1-35, 2010	1508	2010
Negative effects of traditional middle schools on students' motivation JS Eccles, A Wigfield, C Midgley, D Reuman, DM Iver, H Feldlaufer The elementary school journal 93 (5), 553-574, 1993	1342	1993

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