Author
Markku Niemivirta
Other affiliations: University of Oslo, University of Eastern Finland
Bio: Markku Niemivirta is an academic researcher from University of Helsinki. The author has contributed to research in topics: Goal orientation & Academic achievement. The author has an hindex of 23, co-authored 67 publications receiving 2789 citations. Previous affiliations of Markku Niemivirta include University of Oslo & University of Eastern Finland.
Papers published on a yearly basis
Papers
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TL;DR: In this paper, the authors defend the view that for effective self-regulation to develop, students should be allowed to work in a learning context in which they can create their own learning episodes according to their own goals.
621 citations
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TL;DR: In this article, a longitudinal study examined how children's early numeracy assessed in kindergarten predicts their mathematical performance in the first grade, after controlling for the effects of age, gender, and parents' education.
298 citations
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TL;DR: The authors examined whether students with different achievement goal orientation profiles differ in terms of subjective well-being (i.e., self-esteem, depressive symptoms, school-related burnout, and educational goal appraisals).
247 citations
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TL;DR: This article examined students' achievement goal orientation profiles, the temporal stability of these profiles across the transition to upper secondary education, and profile differences in academic well-being (i.e., school value, school burnout, schoolwork engagement, satisfaction with educational choice).
233 citations
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TL;DR: This paper used a person-centered approach to examine the stability and change in students' achievement goal orientations within a school year (i.e., during 9th grade, measurement period 4 months, N = 530) and between school years (i., across 11th and 12th grade; measurement period 12 months, n = 519).
183 citations
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TL;DR: The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.
Abstract: ▪ Abstract This chapter reviews the recent research on motivation, beliefs, values, and goals, focusing on developmental and educational psychology. The authors divide the chapter into four major sections: theories focused on expectancies for success (self-efficacy theory and control theory), theories focused on task value (theories focused on intrinsic motivation, self-determination, flow, interest, and goals), theories that integrate expectancies and values (attribution theory, the expectancy-value models of Eccles et al., Feather, and Heckhausen, and self-worth theory), and theories integrating motivation and cognition (social cognitive theories of self-regulation and motivation, the work by Winne & Marx, Borkowski et al., Pintrich et al., and theories of motivation and volition). The authors end the chapter with a discussion of how to integrate theories of self-regulation and expectancy-value models of motivation and suggest new directions for future research.
5,444 citations
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01 Jan 2000TL;DR: In this paper, a general framework of mastery and performance goals is proposed to conceptualize the academic achievement goals that students may adopt in classroom settings and their role in facilitating or constraining self-regulated learning.
Abstract: Publisher Summary
Current research on goal orientation and self-regulated learning suggests a general framework for examining learning and motivation in academic contexts. Moreover, there are some important generalizations that are emerging from this research. It seems clear that an approach-mastery goal orientation is generally adaptive for cognition, motivation, learning, and performance. The roles of the other goal orientations need to be explored more carefully in empirical research, but the general framework of mastery and performance goals seems to provide a useful way to conceptualize the academic achievement goals that students may adopt in classroom settings and their role in facilitating or constraining self-regulated learning. There is much theoretical and empirical work to be done, but the current models and frameworks are productive and should lead to research on classroom learning that is both theoretically grounded and pedagogically useful.
3,835 citations
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TL;DR: In this article, the authors proposed a 4-phase model of interest development, which describes four phases in the development and deepening of learner interest: triggered situational interest, maintained interest, emerging (less developed) individual interest, and well-developed individual interest.
Abstract: Building on and extending existing research, this article proposes a 4-phase model of interest development. The model describes 4 phases in the development and deepening of learner interest: triggered situational interest, maintained situational interest, emerging (less-developed) individual interest, and well-developed individual interest. Affective as well as cognitive factors are considered. Educational implications of the proposed model are identified.
3,014 citations
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TL;DR: The authors describe the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts, including computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses.
Abstract: The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.
2,771 citations
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TL;DR: In this article, a motivational science perspective on student motivation in learning and teaching contexts is developed that highlights three general themes for motivational research: the importance of a general scientific approach for research on student motivations, the utility of multidisciplinary perspectives, and importance of use-inspired basic research on motivation.
Abstract: 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 directions for current and future motivational science research efforts. They include (1) What do students want? (2) What motivates students in classrooms? (3) How do students get what they want? (4) Do students know what they want or what motivates them? (5) How does motivation lead to cognition and cognition to motivation? (6) How does motivation change and develop? and (7) What is the role of context and culture? Each of the questions is addressed in terms of current knowledge claims and future directions for research in motivational science.
2,526 citations