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Direct linkGlerum, Jaap; Loyens, Sofie M. M.; Wijnia, Lisette; Rikers, Remy M. J. P. – Educational Psychology, 2020
The present study investigates the effects of different kinds of praise on 108 students in vocational education, using a similar design as the original mindset studies. Students worked on a set of Raven's Standard Progressive Matrices and either received praise for effort, received praise for intelligence, or were in the control group. Results…
Descriptors: Student Motivation, Positive Reinforcement, Feedback (Response), Intention
Boskovic, Irena – Educational Psychology, 2020
The educational system today often relies on incentives in order to motivate students. However, it might also encourage students to engage in deceptive behaviour (e.g. malingering) in order to reach certain benefits. Hereby, we investigated whether students would intentionally fabricate symptoms (i.e. malinger) when confronted with a…
Descriptors: Student Motivation, Student Behavior, Deception, Physical Health
van der Veen, Ineke; Peetsma, Thea – Educational Psychology, 2020
This study examined the development in motivation for school in students in senior secondary vocational education and factors related to this development. There have been many concerns about a decline in motivation after school transitions. Little about this subject is known in relation to the transition to senior secondary vocational education.…
Descriptors: Student Motivation, Secondary School Students, Late Adolescents, Vocational Education
Stroet, Kim; Opdenakker, Marie-Christine; Minnaert, Alexander – Educational Psychology, 2016
Over the past decades, many schools have adapted towards social constructivism with the aim of enhancing students' motivation. There are a variety of perspectives in educational theory, with social constructivist views standing in contrast to traditional views. Hence, we compared students' motivation (levels and developments) in social…
Descriptors: Middle School Students, Grade 7, Early Adolescents, Student Motivation
Scheltinga, Peter A. M.; Kuyper, Hans; Timmermans, Anneke C.; van der Werf, Greetje P. C. – Educational Psychology, 2016
The dominant achievement goals (DAGs) of 7,008 students in the third grade of Dutch secondary education (US grade 9) were investigated, based on Elliot & McGregors' 2 × 2 framework (2001), in relation to track-level and motivational variables. We found the mastery-approach goal and the performance-approach goal, generally considered adaptive,…
Descriptors: Academic Achievement, Goal Orientation, Scores, Mastery Learning
Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique – Educational Psychology, 2015
Although previous research has shown the potential of innovative learning for enhancing motivation and learning outcomes, further understanding is needed on which aspects of IL are most effective and whether these are equally motivating for different types of students. The present study investigated how developments in students' motivation and…
Descriptors: Foreign Countries, Elementary School Students, Grade 5, Student Motivation
Hustinx, Paul W. J.; Kuyper, Hans; van der Werf, Margaretha P. C.; Dijkstra, Pieternel – Educational Psychology, 2009
During recent decades, the classical one-dimensional concept of achievement motivation has become less popular among motivation researchers. This study aims to revive the concept by demonstrating its predictive power using longitudinal data from two cohort samples, each with 20,000 Dutch secondary school students. Two measures of achievement…
Descriptors: Educational Attainment, Achievement Need, Student Motivation, Secondary School Students
