Allan Wigfield

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

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Allan Wigfield

University of Maryland

Verifisert e-postadresse på umd.edu

motivation self-concept gender differences


Tittel Sorter etter sitater Sorter etter år Sorter etter tittel	Sitert av Sitert av	År
Motivational beliefs, values, and goals JS Eccles, A Wigfield Annual review of psychology 53 (1), 109-132, 2002	11870	2002
S.(2000). Expectancy-value theory of achievement motivation A Wigfield, J Eccles Contemporary Educational Psychology, 68-81, 0	11043*
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	5548	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	4370	2004
The development of achievement task values: A theoretical analysis A Wigfield, JS Eccles Developmental review 12 (3), 265-310, 1992	3352	1992
Motivation to succeed. JS Eccles, A Wigfield, U Schiefele John Wiley & Sons, Inc., 1998	3343	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	2960	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	2940	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	2824	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	2639	1995
Development of achievement motivation A Wigfield, JS Eccles Elsevier, 2002	2513	2002
Expectancy-value theory of achievement motivation: A developmental perspective A Wigfield Educational psychology review 6, 49-78, 1994	2401	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	2400	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	2067	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	1977	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	1912	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	1898	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	1640	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	1502	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	1340	1993

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