H. Michael Crowson

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.

TL;DR: In this article, the authors used large samples to assess the factor structure and internal consistency of three self-report measures of domain-general epistemic beliefs to draw conclusions about the trustworthiness of findings reported in the literature.

TL;DR: In this paper, the relationships among instrumentality, task value, and intrinsic orientation were investigated among undergraduate students, who were participating in a lower-division human development course and found that the present orientation of intrinsic motivation and task value may serve a different motivational function than the more future oriented endogenous instrumentality.

TL;DR: Correlational analyses indicated that epistemological beliefs and need for closure are both potentially important variables for understanding learners' treatment of knowledge in instructional settings.

TL;DR: Barley et al. as mentioned in this paper used a path model to examine the relationship between student characteristics, motives, and environmental perceptions, and effortful engagement and school-related intentions, on the one hand, and they concluded that teacher support predicted student interest in subject matter.