| Year |
Citation |
Score |
| 2020 |
Rosenzweig EQ, Wigfield A, Hulleman CS. More useful or not so bad? Examining the effects of utility value and cost reduction interventions in college physics. Journal of Educational Psychology. 112: 166-182. DOI: 10.1037/Edu0000370 |
0.387 |
|
| 2020 |
Ponnock AR, Muenks KM, Morell M, Yang JS, Gladstone JR, Wigfield A. Grit and Conscientiousness: Another Jangle Fallacy Journal of Research in Personality. 104021. DOI: 10.1016/J.Jrp.2020.104021 |
0.316 |
|
| 2020 |
Wigfield A, Koenka AC. Where do we go from here in academic motivation theory and research? Some reflections and recommendations for future work Contemporary Educational Psychology. 61: 101872. DOI: 10.1016/J.Cedpsych.2020.101872 |
0.376 |
|
| 2020 |
Eccles JS, Wigfield A. From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation Contemporary Educational Psychology. 61: 101859. DOI: 10.1016/J.Cedpsych.2020.101859 |
0.37 |
|
| 2020 |
Wigfield A, Eccles JS, Möller J. How Dimensional Comparisons Help to Understand Linkages Between Expectancies, Values, Performance, and Choice Educational Psychology Review. 32: 657-680. DOI: 10.1007/S10648-020-09524-2 |
0.384 |
|
| 2019 |
Gaspard H, Lauermann F, Rose N, Wigfield A, Eccles JS. Cross-Domain Trajectories of Students' Ability Self-Concepts and Intrinsic Values in Math and Language Arts. Child Development. PMID 31758545 DOI: 10.1111/Cdev.13343 |
0.423 |
|
| 2019 |
Rosenzweig EQ, Hulleman CS, Barron KE, Kosovich JJ, Priniski SJ, Wigfield A. Promises and Pitfalls of Adapting Utility Value Interventions for Online Math Courses The Journal of Experimental Education. 87: 332-352. DOI: 10.1080/00220973.2018.1496059 |
0.304 |
|
| 2019 |
Wolff F, Wigfield A, Möller J, Dicke A, Eccles JS. Social, dimensional, and temporal comparisons by students and parents: An investigation of the 2I/E model at the transition from elementary to junior high school. Journal of Educational Psychology. DOI: 10.1037/Edu0000440 |
0.405 |
|
| 2018 |
Rosenzweig EQ, Wigfield A, Gaspard H, Guthrie JT. How Do Perceptions of Importance Support From a Reading Intervention Affect Students' Motivation, Engagement, and Comprehension? Journal of Research in Reading. 41: 625-641. PMID 30739963 DOI: 10.1111/1467-9817.12243 |
0.504 |
|
| 2018 |
Muenks K, Yang JS, Wigfield A. Associations between grit, motivation, and achievement in high school students. Motivation Science. 4: 158-176. DOI: 10.1037/Mot0000076 |
0.428 |
|
| 2018 |
Muenks K, Wigfield A, Eccles JS. I can do this! The development and calibration of children’s expectations for success and competence beliefs Developmental Review. 48: 24-39. DOI: 10.1016/J.Dr.2018.04.001 |
0.474 |
|
| 2018 |
Steinmayr R, Weidinger AF, Wigfield A. Does students' grit predict their school achievement above and beyond their personality, motivation, and engagement? Contemporary Educational Psychology. 53: 106-122. DOI: 10.1016/J.Cedpsych.2018.02.004 |
0.452 |
|
| 2018 |
Gaspard H, Wigfield A, Jiang Y, Nagengast B, Trautwein U, Marsh HW. Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains Contemporary Educational Psychology. 52: 1-14. DOI: 10.1016/J.Cedpsych.2017.10.003 |
0.364 |
|
| 2017 |
Rosenzweig EQ, Wigfield A. What if reading is easy but unimportant? How students’ patterns of affirming and undermining motivation for reading information texts predict different reading outcomes Contemporary Educational Psychology. 48: 133-148. PMID 28496289 DOI: 10.1016/J.Cedpsych.2016.09.002 |
0.463 |
|
| 2017 |
Muenks K, Wigfield A, Yang JS, O'Neal CR. How true is grit? Assessing its relations to high school and college students’ personality characteristics, self-regulation, engagement, and achievement. Journal of Educational Psychology. 109: 599-620. DOI: 10.1037/Edu0000153 |
0.433 |
|
| 2017 |
Skaalvik EM, Federici RA, Wigfield A, Tangen TN. Students’ perceptions of mathematics classroom goal structures: implications for perceived task values and study behavior Social Psychology of Education. 20: 543-563. DOI: 10.1007/S11218-017-9382-1 |
0.389 |
|
| 2016 |
Wigfield A, Gladstone JR, Turci L. Beyond Cognition: Reading Motivation and Reading Comprehension. Child Development Perspectives. 10: 190-195. PMID 27617030 DOI: 10.1111/Cdep.12184 |
0.526 |
|
| 2016 |
Rosenzweig EQ, Wigfield A. STEM Motivation Interventions for Adolescents: A Promising Start, but Further to Go. Educational Psychologist. 51: 146-163. DOI: 10.1080/00461520.2016.1154792 |
0.327 |
|
| 2015 |
Musu-Gillette LE, Wigfield A, Harring JR, Eccles JS. Trajectories of change in students’ self-concepts of ability and values in math and college major choice Educational Research and Evaluation. 21: 343-370. DOI: 10.1080/13803611.2015.1057161 |
0.439 |
|
| 2014 |
Miele DB, Wigfield A. Quantitative and Qualitative Relations Between Motivation and Critical-Analytic Thinking Educational Psychology Review. 26: 519-541. DOI: 10.1007/S10648-014-9282-2 |
0.433 |
|
| 2012 |
Klauda SL, Wigfield A. Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations Journal of Literacy Research. 44: 3-44. DOI: 10.1177/1086296X11431158 |
0.711 |
|
| 2012 |
Schiefele U, Schaffner E, Möller J, Wigfield A. Dimensions of Reading Motivation and Their Relation to Reading Behavior and Competence. Reading Research Quarterly. 47: 427-463. DOI: 10.1002/Rrq.030 |
0.451 |
|
| 2010 |
Wigfield A, Cambria J. Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes Developmental Review. 30: 1-35. DOI: 10.1016/J.Dr.2009.12.001 |
0.393 |
|
| 2009 |
Guthrie JT, Coddington CS, Wigfield A. Profiles of Motivation for Reading Among African American and Caucasian Students. Journal of Literacy Research : Jlr. 41: 317-353. PMID 19960100 DOI: 10.1080/10862960903129196 |
0.482 |
|
| 2009 |
Guthrie JT, McRae A, Coddington CS, Lutz Klauda S, Wigfield A, Barbosa P. Impacts of comprehensive reading instruction on diverse outcomes of low- and high-achieving readers. Journal of Learning Disabilities. 42: 195-214. PMID 19264929 DOI: 10.1177/0022219408331039 |
0.485 |
|
| 2009 |
Taboada A, Tonks SM, Wigfield A, Guthrie JT. Effects of motivational and cognitive variables on reading comprehension Reading and Writing. 22: 85-106. DOI: 10.1007/S11145-008-9133-Y |
0.414 |
|
| 2008 |
Chiu D, Beru Y, Watley E, Wubu S, Simson E, Kessinger R, Rivera A, Schmidlein P, Wigfield A. Influences of Math Tracking on Seventh-Grade Students' Self-Beliefs and Social Comparisons Journal of Educational Research. 102: 125-136. DOI: 10.3200/Joer.102.2.125-136 |
0.449 |
|
| 2008 |
Wigfield A, Guthrie JT, Perencevich KC, Taboada A, Klauda SL, Mcrae A, Barbosa P. Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes Psychology in the Schools. 45: 432-445. DOI: 10.1002/Pits.20307 |
0.717 |
|
| 2007 |
Wentzel KR, Wigfield A. Motivational Interventions That Work: Themes and Remaining Issues Educational Psychologist. 42: 261-271. DOI: 10.1080/00461520701621103 |
0.414 |
|
| 2007 |
Wigfield A, Wentzel KR. Introduction to Motivation at School: Interventions That Work Educational Psychologist. 42: 191-196. DOI: 10.1080/00461520701621038 |
0.446 |
|
| 2007 |
Guthrie JT, Hoa ALW, Wigfield A, Tonks SM, Humenick NM, Littles E. Reading motivation and reading comprehension growth in the later elementary years Contemporary Educational Psychology. 32: 282-313. DOI: 10.1016/J.Cedpsych.2006.05.004 |
0.45 |
|
| 2006 |
Guthrie JT, Wigfield A, Humenick NM, Perencevich KC, Taboada A, Barbosa P. Influences of stimulating tasks on reading motivation and comprehension Journal of Educational Research. 99: 232-245. DOI: 10.3200/Joer.99.4.232-246 |
0.412 |
|
| 2005 |
Wigfield A, Lutz SL, Wagner AL. Early Adolescents Development across the Middle School Years: Implications for School Counselors. Professional School Counseling. 9: 112-119. DOI: 10.5330/Prsc.9.2.2484N0J255Vpm302 |
0.432 |
|
| 2005 |
Wigfield A, Zusho A, De Groot EV. Introduction: Paul R. Pintrich's Contributions to Educational Psychology: An Enduring Legacy Educational Psychologist. 40: 67-74. DOI: 10.1207/S15326985Ep4002_1 |
0.365 |
|
| 2005 |
Guthrie JT, Hoa LW, Wigfield A, Tonks SM, Perencevich KC. From spark to fire: Can situational reading interest lead to long‐term reading motivation? Reading Research and Instruction. 45: 91-117. DOI: 10.1080/19388070609558444 |
0.535 |
|
| 2004 |
Wigfield A, Guthrie JT, Tonks S, Perencevich KC. Children's Motivation for Reading: Domain Specificity and Instructional Influences The Journal of Educational Research. 97: 299-310. DOI: 10.3200/Joer.97.6.299-310 |
0.465 |
|
| 2004 |
Guthrie JT, Wigfield A, Barbosa P, Perencevich KC, Taboada A, Davis MH, Scafiddi NT, Tonks S. Increasing reading comprehension and engagement through concept-oriented reading instruction Journal of Educational Psychology. 96: 403-423. DOI: 10.1037/0022-0663.96.3.403 |
0.497 |
|
| 2003 |
Battle A, Wigfield A. College women's value orientations toward family, career, and graduate school Journal of Vocational Behavior. 62: 56-75. DOI: 10.1016/S0001-8791(02)00037-4 |
0.366 |
|
| 2002 |
Jacobs JE, Lanza S, Osgood DW, Eccles JS, Wigfield A. Changes in children's self-competence and values: gender and domain differences across grades one through twelve. Child Development. 73: 509-27. PMID 11949906 DOI: 10.1111/1467-8624.00421 |
0.424 |
|
| 2002 |
Eccles JS, Wigfield A. Motivational beliefs, values, and goals Annual Review of Psychology. 53: 109-132. PMID 11752481 DOI: 10.1146/Annurev.Psych.53.100901.135153 |
0.34 |
|
| 2002 |
Kriebel DK, Wigfield A, Reilly D, Krebs M, Marklin J. Preparing for Change: Results from a Therapeutic Intervention with Foster Children in the Midst of Permanency Planning. Adoption Quarterly. 6: 59-65. DOI: 10.1300/J145V06N02_05 |
0.339 |
|
| 2002 |
Barry CM, Wigfield A. Self-Perceptions of Friendship-Making Ability and Perceptions of Friends’ Deviant Behavior:: Childhood to Adolescence Journal of Early Adolescence. 22: 143-172. DOI: 10.1177/0272431602022002002 |
0.376 |
|
| 2001 |
Anderman EM, Eccles JS, Yoon KS, Roeser R, Wigfield A, Blumenfeld P. Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices. Contemporary Educational Psychology. 26: 76-95. PMID 11161641 DOI: 10.1006/Ceps.1999.1043 |
0.49 |
|
| 2000 |
Guthrie JT, Wigfield A, VonSecker C. Effects of integrated instruction on motivation and strategy use in reading Journal of Educational Psychology. 92: 331-341. DOI: 10.1037/0022-0663.92.2.331 |
0.498 |
|
| 2000 |
Freedman-Doan C, Wigfield A, Eccles JS, Blumenfeld P, Arbreton A, Harold RD. What Am I Best At? Grade and Gender Differences in Children's Beliefs about Ability Improvement Journal of Applied Developmental Psychology. 21: 379-402. DOI: 10.1016/S0193-3973(00)00046-0 |
0.392 |
|
| 2000 |
Wigfield A, Eccles JS. Expectancy-Value Theory of Achievement Motivation Contemporary Educational Psychology. 25: 68-81. DOI: 10.1006/Ceps.1999.1015 |
0.417 |
|
| 1999 |
Guthrie JT, Wigfield A, Metsala JL, Cox KE. Motivational and Cognitive Predictors of Text Comprehension and Reading Amount Scientific Studies of Reading. 3: 231-256. DOI: 10.1207/S1532799Xssr0303_3 |
0.462 |
|
| 1999 |
Guthrie JT, Wigfield A. How Motivation Fits Into a Science of Reading Scientific Studies of Reading. 3: 199-205. DOI: 10.1207/S1532799Xssr0303_1 |
0.346 |
|
| 1999 |
Wigfield A, Galper A, Denton K, Seefeldt C. Teachers' beliefs about former Head Start and non-Head Start first-grade children's motivation, performance, and future educational prospects. Journal of Educational Psychology. 91: 98-104. DOI: 10.1037/0022-0663.91.1.98 |
0.38 |
|
| 1998 |
Wigfield A, Eccles JS, Rodriguez D. Chapter 3: The Development of Children’s Motivation in School Contexts Review of Research in Education. 23: 73-118. DOI: 10.3102/0091732X023001073 |
0.358 |
|
| 1998 |
Wigfield A, Eccles JS, Rodriguez D. The development of children's motivation in school contexts Review of Research in Education. 23: 73-118. DOI: 10.2307/1167288 |
0.394 |
|
| 1998 |
Wentzel KR, Wigfield A. Academic and Social Motivational Influences on Students' Academic Performance Educational Psychology Review. 10: 155-175. DOI: 10.1023/A:1022137619834 |
0.481 |
|
| 1997 |
Galper A, Wigfield A, Seefeldt C. Head Start Parents' Beliefs about Their Children's Abilities, Task Values, and Performances on Different Activities. Child Development. 68: 897-907. PMID 29106729 DOI: 10.1111/J.1467-8624.1997.Tb01969.X |
0.379 |
|
| 1997 |
Wigfield A. Reading motivation: A domain-specific approach to motivation Educational Psychologist. 32: 59-68. DOI: 10.1207/S15326985Ep3202_1 |
0.467 |
|
| 1997 |
Wigfield A, Harold RD, Freedman-Doan C, Eccles JS, Yoon KS, Arbreton AJA, Blumenfeld PC. Change in Children's Competence Beliefs and Subjective Task Values Across the Elementary School Years: A 3-Year Study Journal of Educational Psychology. 89: 451-469. DOI: 10.1037/0022-0663.89.3.451 |
0.415 |
|
| 1997 |
Wigfield A, Guthrie JT. Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading Journal of Educational Psychology. 89: 420-432. DOI: 10.1037/0022-0663.89.3.420 |
0.459 |
|
| 1996 |
Guthrie JT, Meter PNV, McCann AD, Wigfield A, Bennett L, Poundstone CC, Rice ME, Faibisch FM, Hunt B, Mitchell AM. Growth of Literacy Engagement: Changes in Motivations and Strategies During Concept‐Oriented Reading Instruction Reading Research Quarterly. 31: 306-332. DOI: 10.1598/Rrq.31.3.5 |
0.309 |
|
| 1996 |
Wigfield A. Differentiation of Children's Competence Beliefs and Achievement Values, and their Relations to Children's Performance and Choice of Different Activities Educational Research and Evaluation. 2: 261-285. DOI: 10.1080/1380361960020304 |
0.405 |
|
| 1995 |
Eccles JS, Wigfield A. In the Mind of the Actor: The Structure of Adolescents' Achievement Task Values and Expectancy-Related Beliefs Personality and Social Psychology Bulletin. 21: 215-225. DOI: 10.1177/0146167295213003 |
0.367 |
|
| 1994 |
Wigfield A, Eccles JS. Children's Competence Beliefs, Achievement Values, and General Self-Esteem: Change Across Elementary and Middle School The Journal of Early Adolescence. 14: 107-138. DOI: 10.1177/027243169401400203 |
0.422 |
|
| 1994 |
Wigfield A, Eccles JS. Middle Grades Schooling and Early Adolescent Development: An Introduction The Journal of Early Adolescence. 14: 102-106. DOI: 10.1177/027243169401400202 |
0.311 |
|
| 1994 |
Wigfield A. Expectancy-Value Theory of Achievement Motivation: A Developmental Perspective Educational Psychology Review. 6: 49-78. DOI: 10.1007/Bf02209024 |
0.409 |
|
| 1993 |
Eccles JS, Midgley C, Wigfield A, Buchanan CM, Reuman D, Flanagan C, Iver DM. Development during adolescence. The impact of stage-environment fit on young adolescents' experiences in schools and in families. The American Psychologist. 48: 90-101. PMID 8442578 DOI: 10.1037//0003-066X.48.2.90 |
0.321 |
|
| 1993 |
Eccles J, Wigfield A, Harold RD, Blumenfeld P. Age and Gender Differences in Children's Self‐ and Task Perceptions during Elementary School Child Development. 64: 830-847. DOI: 10.1111/J.1467-8624.1993.Tb02946.X |
0.438 |
|
| 1993 |
Eccles JS, Wigfield A, Midgley C, Reuman D, Iver DM, Feldlaufer H. Negative Effects of Traditional Middle Schools on Students' Motivation The Elementary School Journal. 93: 553-574. DOI: 10.1086/461740 |
0.453 |
|
| 1992 |
Wigfield A, Eccles JS. The development of achievement task values: A theoretical analysis Developmental Review. 12: 265-310. DOI: 10.1016/0273-2297(92)90011-P |
0.408 |
|
| 1991 |
Wigfield A, Eccles JS, Mac Iver D, Reuman DA, Midgley C. Transitions During Early Adolescence: Changes in Children's Domain-Specific Self-Perceptions and General Self-Esteem Across the Transition to Junior High School Developmental Psychology. 27: 552-565. DOI: 10.1037/0012-1649.27.4.552 |
0.394 |
|
| 1990 |
Meece JL, Wigfield A, Eccles JS. Predictors of Math Anxiety and Its Influence on Young Adolescents' Course Enrollment Intentions and Performance in Mathematics Journal of Educational Psychology. 82: 60-70. DOI: 10.1037/0022-0663.82.1.60 |
0.478 |
|
| 1989 |
Eccles JS, Wigfield A, Flanagan CA, Miller C, Reuman DA, Yee D. Self-concepts, domain values, and self-esteem: relations and changes at early adolescence. Journal of Personality. 57: 283-310. PMID 2769558 DOI: 10.1111/J.1467-6494.1989.Tb00484.X |
0.389 |
|
| 1989 |
Wigfield A, Eccles JS. Test Anxiety in Elementary and Secondary School Students Educational Psychologist. 24: 159-183. DOI: 10.1207/S15326985Ep2402_3 |
0.431 |
|
| 1989 |
Jacobs JE, Wigfield A. Sex equity in mathematics and science education: Research-policy links Educational Psychology Review. 1: 39-56. DOI: 10.1007/Bf01326549 |
0.307 |
|
| 1988 |
Wigfield A, Meece JL. Math Anxiety in Elementary and Secondary School Students Journal of Educational Psychology. 80: 210-216. DOI: 10.1037/0022-0663.80.2.210 |
0.431 |
|
| 1988 |
Wigfield A. Children's Attributions for Success and Failure: Effects of Age and Attentional Focus. Journal of Educational Psychology. 80: 76-81. DOI: 10.1037/0022-0663.80.1.76 |
0.365 |
|
| 1984 |
Hill KT, Wigfield A. Test Anxiety: A Major Educational Problem and What Can Be Done about It Elementary School Journal. 85: 105-126. DOI: 10.1086/461395 |
0.365 |
|
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