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Barbara A. Greene
Researcher at University of Oklahoma
Publications - 47
Citations - 5313
Barbara A. Greene is an academic researcher from University of Oklahoma. The author has contributed to research in topics: Cognition & Reading (process). The author has an hindex of 24, co-authored 47 publications receiving 4897 citations. Previous affiliations of Barbara A. Greene include University of Massachusetts Amherst & University of Science and Arts of Oklahoma.
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Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation
TL;DR: This paper used path analysis to test predictions of a model explaining the impact of students' perceptions of classroom structures (tasks, autonomy support and mastery and evaluation) on their selfefficacy, perceptions of the instrumentality of class work, and their achievement goals in a particular classroom setting.
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Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement
TL;DR: In this article, the authors investigated the relationship between intrinsic/extrinsic motivation, self-efficacy, and self-esteem as predictors of cognitive engagement with 191 college students.
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Engagement in Academic Work: The Role of Learning Goals, Future Consequences, Pleasing Others, and Perceived Ability
Raymond B. Miller,Barbara A. Greene,Gregory P. Montalvo,Bhuvaneswari Ravindran,Joe D. Nichols +4 more
TL;DR: Engagement in academic work was viewed from a multiple goals perspective and multiple regression analyses indicated that various goals, perceived ability, and some interactions accounted for significant amounts of variance in the task engagement measures and achievement.
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Influences on achievement : Goals, perceived ability, and cognitive engagement
TL;DR: In this article, the authors examined the relationship among college students' self-reported goal orientation, perceived ability, cognitive engagement while studying, and course achievement and found that meaningful cognitive engagement suppressed the negative effects of shallow engagement on achievement.
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Goals and perceived ability: Impact on student valuing, self-regulation, and persistence.
TL;DR: The authors examined the motivational patterns and self-regulatory activities of 119 students in introductory statistics and found that participants used self-monitoring, goal-setting, self-setting and task-appropriate cognitive strategies.