Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Academic Achievement | 3 |
| Grade 11 | 3 |
| Grade 12 | 3 |
| High School Students | 3 |
| Correlation | 2 |
| Foreign Countries | 2 |
| Goal Orientation | 2 |
| Predictor Variables | 2 |
| Student Motivation | 2 |
| Adolescents | 1 |
| College Students | 1 |
| More ▼ | |
Source
| Learning and Individual… | 3 |
Author
| Spinath, Birgit | 3 |
| Steinmayr, Ricarda | 3 |
| Bipp, Tanja | 1 |
| Schwinger, Malte | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
Education Level
| Grade 11 | 3 |
| Grade 12 | 3 |
| High Schools | 3 |
Audience
Location
| Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSchwinger, Malte; Steinmayr, Ricarda; Spinath, Birgit – Learning and Individual Differences, 2012
The self-regulation of motivation represents a key feature of self-regulated learning. Recent studies have documented that students use a variety of strategies to sustain their learning motivation and that most of these strategies have positive effects. However, less is known about how students integrate the various motivational strategies into an…
Descriptors: College Students, Motivation Techniques, Student Motivation, Learning Motivation
Steinmayr, Ricarda; Bipp, Tanja; Spinath, Birgit – Learning and Individual Differences, 2011
Goal orientations are thought to be an important predictor of scholastic achievement. The present paper investigated the joint influence of goal orientations, intelligence, and personality on school performance in a sample of N=520 11th and 12th graders (303 female; mean age M=16.94 years). Intelligence, the Big Five factors of personality…
Descriptors: Intelligence, Grade Point Average, Academic Achievement, Goal Orientation
Steinmayr, Ricarda; Spinath, Birgit – Learning and Individual Differences, 2009
The present study examined to which extent different motivational concepts contribute to the prediction of school achievement among adolescent students independently from intelligence. A sample of 342 11th and 12th graders (age M = 16.94; SD = .71) was investigated. Students gave self-reports on domain-specific values, ability self-perceptions,…
Descriptors: Academic Achievement, Student Motivation, Prediction, Grade 12
