Motivation under the microscope: Understanding undergraduate science students’ multiple motivations for research-Reference-Cited by-同舟云学术

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Motivation under the microscope: Understanding undergraduate science students’ multiple motivations for research

Published:2013-11-30 Issue:4 Volume:38 Page:496-512
ISSN:0146-7239
Container-title:Motivation and Emotion
language:en
Short-container-title:Motiv Emot

Author:

Smith Jessi L.,Deemer Eric D.,Thoman Dustin B.,Zazworsky Lisa

Publisher

Springer Science and Business Media LLC

Subject

Experimental and Cognitive Psychology,Social Psychology

Link

http://link.springer.com/content/pdf/10.1007/s11031-013-9388-8.pdf

Reference104 articles.

1. AAUW. (2010). Why so few? Women in science, technology, engineering, and mathematics. Washington, DC: American Association of University Women.

2. Allen, D. E., Duch, B. J., & Groh, S. E. (1996). The power of problem-based learning in teaching introductory science courses. New Directions for Teaching and Learning, 68, 43–52. doi: 10.1002/tl.37219966808 .

3. Amabile, T. M., Hill, K. G., Hennessey, B. A., & Tighe, E. M. (1994). The work preference inventory: Assessing intrinsic and extrinsic motivational orientations. Journal of Personality and Social Psychology, 66, 950–967. doi: 10.1037/0022-3514.68.4.580 .

4. Assor, A., Vansteenkiste, M., & Kaplan, A. (2009). Identified versus introjected approach and introjected avoidance motivations in school and in sports: The limited benefits of self-worth strivings. Journal of Educational Psychology, 101, 482–497. doi: 10.1037/a0014236 .

5. Atkinson, J. W. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64, 359–372.

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