Paul R Pintrich
Biographic Data
| ID | 1584850 |
|---|---|
| NAME | Paul R Pintrich |
| GIVEN NAMES | Paul R |
| FAMILY NAME | Pintrich |
| SIGNATURE | PINTRICH P R |
| AFFILIATIONS | University of Michigan |
| VERIFIED | No |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 71 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1986 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 2 |
Motivation in Education
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Changes in epistemological beliefs in elementary science students
Learning to Think
(2004). Learning to Think: Disciplinary Perspectives. The Journal of Higher Education: Vol. 75, No. 4, pp. 476-480
The Role of Self-Efficacy Beliefs Instudent Engagement and Learning Intheclassroom
Student motivation is an important concern for all teachers. Recent research on student motivation has provided evidence for the development of important constructs and generalizations that have direct application to the classroom. Although there are many motivational constructs, self-efficacy is one that is key to promoting students' engagement and learning. Self-efficacy is discussed in terms of how it may facilitate behavioral, cognitive, and …
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important direction…
The Development of Academic Self-Regulation
Motivation as an Enabler for Academic Success
Student motivation as an academic enabler for school success is discussed. Contrary to many views, however, the authors conceive of student motivation as a multifaceted construct with different components. Accordingly, the article includes a discussion of four key components of student motivation including academic self-efficacy, attributions, intrinsic motivation, and achievement goals. Research on each of these four components is described, res…
Revision of achievement goal theory
C. Midgley et al. (2001) raised important questions about the effects of performance-approach goals. The present authors disagree with their characterization of the research findings and implications for theory. They discuss 3 reasons to revise goal theory: (a) the importance of separating approach from avoidance strivings, (b) the positive potential of performance-approach goals, and (c) identification of the ways performance-approach goals can …
The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
A s KRATHWOHL (THIS ISSUE) STATES, the reA vised Taxonomy contains four general knowledge categories: Factual, Conceptual, Procedural, and Metacognitive. While the first three categories were included in the original Taxonomy, the Metacognitive Knowledge category was added. The purpose of this article is to discuss the Metacognitive Knowledge category and its implications for learning, teaching, and assessing in the classroom
Avoiding Seeking Help in the Classroom
Personal Epistemology
Contents: Preface. Introduction. B.K. Hofer, Personal Epistemology as a Psychological and Educational Construct: An Introduction. Part I: Conceptual Models of Personal Epistemology. W.S. Moore, Understanding Learning in a Postmodern World: Reconsidering the Perry Scheme of Ethical and Intellectual Development. P.M. King, K.S. Kitchener, The Reflective Judgment Model: Twenty Years of Research on Epistemic Cognition. B.M. Clinchy, Revisiting Women'…
Handbook of self-regulation
An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research
Multiple goals, multiple pathways
Mastery goals have been linked to adaptive outcomes in normative goal theory and research; performance goals, to less adaptive outcomes. In contrast, approach performance goals may be adaptive for some outcomes under a revised goal theory perspective. The current study addresses the role of multiple
Self-Regulation
The Role of Goal Orientation in Self-Regulated Learning
The role of motivation in promoting and sustaining self-regulated learning
The Development of Epistemological Theories
There have been a number of research programs that have investigated students’ thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge is evaluated. However, these different research programs have pursued varying definitions and conceptual frameworks and used quite different methodologies to examine students’ epistemological beliefs and thinking. In the fi…
"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class.
The present study investigated motivational influences on help-seeking behavior in math classrooms, focusing on early adolescents' perceptions of the benefits and threats associated with such behavior. Seventh and 8th graders (N= 203) responded to a questionnaire on perceptions of social and cognitive competence, achievement goals, attitudes, and avoidance of and adaptive help-seeking behavior in math class. Both threats and benefits were importa…
The relation between goal orientation and students' motivational beliefs and self-regulated learning
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
The relations between classroom experience and individual differences in motivation and self-regulated learning were examined in a correlational study of seventh graders (N = 100, mean age = 12.3 years) from a middle school in the Midwest. Motivational beliefs (intrinsic value, self-efficacy, and test anxiety) and self-regulated learning (cognitive strategy use and self-regulation) were assessed in the fall and spring of the school year using a r…
Beyond Cold Conceptual Change
Conceptual change models of student learning are useful for explicating the role of prior knowledge in students’ learning and are very popular in the research on learning in the subject areas. This article presents an analysis of a conceptual change model for describing student learning by applying research on student motivation to the process of conceptual change. Four general motivational constructs (goals, values, self-efficacy, and control be…
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
This paper reports on a new self-report, Likert-scaled instrument that was designed to assess motivation and use of learning strategies by college students. The motivation scales tap into three broad areas: (1) value (intrinsic and extrinsic goal orientation, task value), (2) expectancy (control beliefs about learning, self-efficacy); and (3) affect (test anxiety). The learning strategies section is comprised of nine scales which can be distingui…
Motivational and self-regulated learning components of classroom academic performance.
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrins…
The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
A s KRATHWOHL (THIS ISSUE) STATES, the reA vised Taxonomy contains four general knowledge categories: Factual, Conceptual, Procedural, and Metacognitive. While the first three categories were included in the original Taxonomy, the Metacognitive Knowledge category was added. The purpose of this article is to discuss the Metacognitive Knowledge category and its implications for learning, teaching, and assessing in the classroom
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
The relations between classroom experience and individual differences in motivation and self-regulated learning were examined in a correlational study of seventh graders (N = 100, mean age = 12.3 years) from a middle school in the Midwest. Motivational beliefs (intrinsic value, self-efficacy, and test anxiety) and self-regulated learning (cognitive strategy use and self-regulation) were assessed in the fall and spring of the school year using a r…
Children’s Concepts of Ability, Effort, and Conduct
Children’s self-perceptions of ability may reflect assessments of their effort and good conduct as well as academic performance. Determinants of ability judgments were assessed in 158 second and sixth graders by examining intercorrelations among self-ratings of ability, effort, and conduct and by exploring criteria used for these judgments. In general, ability was linked to effort and effort to conduct, but not ability to conduct, in either ratin…
Children's Concepts of Ability, Effort, and Conduct
Children’s self-perceptions of ability may reflect assessments of their effort and good conduct as well as academic performance. Determinants of ability judgments were assessed in 158 second and sixth graders by examining intercorrelations among self-ratings of ability, effort, and conduct and by exploring criteria used for these judgments. In general, ability was linked to effort and effort to conduct, but not ability to conduct, in either ratin…
Children’s Concepts of Ability, Effort, and Conduct
Children’s self-perceptions of ability may reflect assessments of their effort and good conduct as well as academic performance. Determinants of ability judgments were assessed in 158 second and sixth graders by examining intercorrelations among self-ratings of ability, effort, and conduct and by exploring criteria used for these judgments. In general, ability was linked to effort and effort to conduct, but not ability to conduct, in either ratin…
Motivational and self-regulated learning components of classroom academic performance.
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrins…
Beyond Cold Conceptual Change
Conceptual change models of student learning are useful for explicating the role of prior knowledge in students’ learning and are very popular in the research on learning in the subject areas. This article presents an analysis of a conceptual change model for describing student learning by applying research on student motivation to the process of conceptual change. Four general motivational constructs (goals, values, self-efficacy, and control be…
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
This paper reports on a new self-report, Likert-scaled instrument that was designed to assess motivation and use of learning strategies by college students. The motivation scales tap into three broad areas: (1) value (intrinsic and extrinsic goal orientation, task value), (2) expectancy (control beliefs about learning, self-efficacy); and (3) affect (test anxiety). The learning strategies section is comprised of nine scales which can be distingui…
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning
The relations between classroom experience and individual differences in motivation and self-regulated learning were examined in a correlational study of seventh graders (N = 100, mean age = 12.3 years) from a middle school in the Midwest. Motivational beliefs (intrinsic value, self-efficacy, and test anxiety) and self-regulated learning (cognitive strategy use and self-regulation) were assessed in the fall and spring of the school year using a r…
The relation between goal orientation and students' motivational beliefs and self-regulated learning
The Development of Epistemological Theories
There have been a number of research programs that have investigated students’ thinking and beliefs about the nature of knowledge and knowing, including definitions of knowledge, how knowledge is constructed, and how knowledge is evaluated. However, these different research programs have pursued varying definitions and conceptual frameworks and used quite different methodologies to examine students’ epistemological beliefs and thinking. In the fi…
"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class.
The present study investigated motivational influences on help-seeking behavior in math classrooms, focusing on early adolescents' perceptions of the benefits and threats associated with such behavior. Seventh and 8th graders (N= 203) responded to a questionnaire on perceptions of social and cognitive competence, achievement goals, attitudes, and avoidance of and adaptive help-seeking behavior in math class. Both threats and benefits were importa…
The role of motivation in promoting and sustaining self-regulated learning
Handbook of self-regulation
An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research
Multiple goals, multiple pathways
Mastery goals have been linked to adaptive outcomes in normative goal theory and research; performance goals, to less adaptive outcomes. In contrast, approach performance goals may be adaptive for some outcomes under a revised goal theory perspective. The current study addresses the role of multiple
Self-Regulation
The Role of Goal Orientation in Self-Regulated Learning
Avoiding Seeking Help in the Classroom
Personal Epistemology
Contents: Preface. Introduction. B.K. Hofer, Personal Epistemology as a Psychological and Educational Construct: An Introduction. Part I: Conceptual Models of Personal Epistemology. W.S. Moore, Understanding Learning in a Postmodern World: Reconsidering the Perry Scheme of Ethical and Intellectual Development. P.M. King, K.S. Kitchener, The Reflective Judgment Model: Twenty Years of Research on Epistemic Cognition. B.M. Clinchy, Revisiting Women'…
The Development of Academic Self-Regulation
Motivation as an Enabler for Academic Success
Student motivation as an academic enabler for school success is discussed. Contrary to many views, however, the authors conceive of student motivation as a multifaceted construct with different components. Accordingly, the article includes a discussion of four key components of student motivation including academic self-efficacy, attributions, intrinsic motivation, and achievement goals. Research on each of these four components is described, res…
Revision of achievement goal theory
C. Midgley et al. (2001) raised important questions about the effects of performance-approach goals. The present authors disagree with their characterization of the research findings and implications for theory. They discuss 3 reasons to revise goal theory: (a) the importance of separating approach from avoidance strivings, (b) the positive potential of performance-approach goals, and (c) identification of the ways performance-approach goals can …
The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
A s KRATHWOHL (THIS ISSUE) STATES, the reA vised Taxonomy contains four general knowledge categories: Factual, Conceptual, Procedural, and Metacognitive. While the first three categories were included in the original Taxonomy, the Metacognitive Knowledge category was added. The purpose of this article is to discuss the Metacognitive Knowledge category and its implications for learning, teaching, and assessing in the classroom
The Role of Self-Efficacy Beliefs Instudent Engagement and Learning Intheclassroom
Student motivation is an important concern for all teachers. Recent research on student motivation has provided evidence for the development of important constructs and generalizations that have direct application to the classroom. Although there are many motivational constructs, self-efficacy is one that is key to promoting students' engagement and learning. Self-efficacy is discussed in terms of how it may facilitate behavioral, cognitive, and …
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
A motivational science perspective on student motivation in learning and teaching contexts is developed that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. Seven substantive questions are then suggested as important direction…
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Changes in epistemological beliefs in elementary science students
Psychology (25 works) · Social Psychology (17 works) · Innovative Teaching and Learning Methods (15 works) · Education, Achievement, and Giftedness (14 works) · Mathematics education (13 works) · Motivation and Self-Concept in Sports (13 works) · Cognition (10 works) · Cognitive psychology (10 works) · Goal theory (10 works) · Computer Science (9 works)