bibliography of self-efficacy and self-motivation
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Bibliography of Self-Efficacy and Self-MotivationTRANSCRIPT
Dissertation Proposal 1
References Alderman, M. K. (2004). Motivation for achievement: Possibilities for teaching and
learning (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Anderton, B. (2006). Using the online course to promote self-regulated learning
strategies in pre-service teachers. Journal of Interactive Online Learning, 5(2),
156-177.
Atkinson, J. W., & Raynor, J. O. (1974). Motivation and achievement. Washington, DC:
V. H. Winston & Sons.
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change.
Psychological Review, 84(2), 191-215.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and
intrinsic interest through proximal self-motivation. Journal of Personality and
Social Psychology, 41, 586-598.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
Becker, H. J., & Ravitz, J. (1999). The influence of computer and internet use on
teachers’ pedagogical practices and perceptions. Journal of Research on
Computing in Education, 31, 356-384.
Black, E. W., Beck, D., Dawson, K., Jinks, S., & DiPietro, M. (2007). Considering
implementation and use in the adoption of an LMS in online and blended learning
environments. TechTrends, 51(2), 35-39.
Dissertation Proposal 2
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How
different are they really? Educational Psychology Review, 15, 1-40.
Bordens, K. S. & Abbott, B. B. (1991). Research design and methods: A process
approach (Second ed.). Mountain View, CA: Mayfield Publishing Company.
Boyer, N. & Maher, P. (2005). From spoon-fed to student-led: Fostering an atmosphere
for web-based transformational learning. International Journal of Self-directed
Learning, 2(2), 66-80.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn:
Brain, mind, experience, and school (expanded ed.). Washington, DC: National
Academy Press.
Carliner, S. (2005). Course management systems versus learning management systems
[Electronic Version]. Learning Circuits, 1-7. Retrieved June 3, 2007, from
http://www.learningcircuits.org/2005/nov2005/carliner.htm
Ceraulo, S. C. (2005). Benefits of upgrading to an LMS. Distance Education Report,
9(9), 6-7.
Chen, A. Y., & Looi, C. K. (1999). Teaching, learning and inquiry strategies using
computer technology. Journal of Computer Assisted Learning, 15, 162-172.
Chen, S. J. (2007). Instructional design strategies for intensive online courses: An
objectivist-constructivist blended approach. Journal of Interactive Online
Learning, 6, 72-85.
Calder, B. J., & Staw, B. M. (1975). Self-perception of intrinsic and extrinsic
motivation. Journal of Personality and Social Psychology, 31, 599-605.
Dissertation Proposal 3
Coppola, N. W., Hiltz, S. R., & Rotter, N. G. (2002). Becoming a virtual professor:
Pedagogical roles and Asynchronous Learning Networks. Journal of
Management Information Systems, 18(4), 169-189.
Covington, M. V., & Dray, E. (2002). The development of course of achievement
motivation: A need-based approach. In A. Wigfield & J. S. Eccles (Eds.),
Development of Achievement Motivation (First ed.) (pp. 33-56). Ann Arbor, MI:
Academic Press.
Csikszentmihalyi, M. (2000). Beyond boredom and anxiety. San Francisco: Jossey-Bass.
Cuban, L., (2000). Taking stock: what does the research say about technology's impact
on education? Retrieved June 23, 2007, from
http://www.techlearning.com/db_area/archives/cuban.php
Debevec, K., Shih, M. Y., & Kashyap, V. (2006). Learning strategies and performance
in a technology integrated classroom. Journal of Research on Technology in
Education, 38, 293-307.
Deci, E. L., & Flaste, R. (1995). Why we do what we do. New York: Penguin Books.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human
behavior. New York, NY: Plenum Press.
Deci, E. L., & Ryan, R. M. (2004). Handbook of self-determination research.
Rochester, NY: University of Rochester Press.
Dörnyei, Z. (2001). Teaching and researching motivation. London England: Pearson
Education.
Dörnyei, Z. (2001a). New themes and approaches in second language motivation
research. Annual Review of Applied Linguistics, 21, 43-59.
Dissertation Proposal 4
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in
second language acquisition. London: Lawrence Erlbaum.
Duncan, T. G. & McKeachie, W. J., (2005). The making of the Motivational Strategies
for Learning Questionnaire. Educational Psychologist, 40(2), 117-128.
Ehrman, M. E., & Oxford, R. L. (1995). Cognition plus: Correlates of language learning
success. The Modern Language Journal, 79, 67-89.
Fischer, G., & Scharff, E. (1998). Learning technologies in support of self-directed
learning. Journal of Interactive Media in Education, 98, 1–32.
Freud, S. (1910). The origin and development of psychoanalysis. The American Journal
of Psychology, 21(2), 181-218.
Gollwitzer, P. M., Fujita, K., & Oettingen, G. (2004). Planning and the implementation of
goals. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation:
Research, theory, and applications (1st Ed.), (pp. 211-228). New York, NY: The
Guilford Press.
Gura, M., & Percy, B. (2005). Recapturing technology for education: Keeping tomorrow
in today's classrooms. Lanham, MD: Rowman & Littlefield.
Guya, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of Situational
Intrinsic and Extrinsic Motivation: The Situational Motivation Scale (SIMS).
Motivation and Emotions, 24(3), 175-213.
Hamza, M.K., Alhalabi, B. (1999). Technology and education: Between chaos and order.
Retrieved June 22, 2007, from http://www.firstmonday.dk/issues/issue4_3/hamza/
Harrington, T., Staffo, M, & Wright, V. H. (2006). Faculty uses of and attitudes toward a
Course Management System in improving instruction. Journal of Interactive
Dissertation Proposal 5
Online Learning, 5(2), 178-191.
Henke, M.E. (1998). Considerations for computer-based instruction. Visual
Communications Journal, 42-47.
Retrieved November 2007, from http://www.igaea.org/PDFs/VCJ/1998VCJ.pdf
Long, H. B., & Agyekum, S. K. (1983). Guglielmino's self-directed learning readiness scale: A validation study. Higher Education, 12, 77-87.
Lowry, R. (1998). Concepts and Applications of Inferential Statistics: R. Lowry: Hosted
by Vassar College. Retrieved August 22, 2007 from http://faculty.vassar.edu/lowry/webtext.html
Lynch, R. & Dembo, M. (2004). The relationship between self-regulation and online
learning in a blended learning context. International Review of Research in Open
and Distance Learning, 5(2), 1-16.
Retrieved July 17, 2007 from http://www.irrodl.org
Maier, P., & Warren, A. (2000). Integrating technology in learning & teaching: A
practical guide for educators. London: Kogan Page.
Matheos, K., Daniel, B. K., & McCalla, I. G. (2005). Dimensions for blended learning
technology: Learner's perspective. Journal of Learning Design, 1(1), 56-76.
Retrieved July 23, 2007 from https://olt.qut.edu.au/udf/jld/index.cfm
Oravec, J. A. (2003). Blending by blogging: Weblogs in blended learning initiatives.
Journal of Educational Media, 28(2-3), 225-233.
Pajares, F. (2002). Overview of social cognitive theory and self-efficacy.
Retrieved July 15, 2007, from http://www.emory.edu/EDUCATION/mfp/eff.html
Dissertation Proposal 6
Picciano, A. G. (2006). Blended learning: Implications for growth and access. Journal
of Asynchronous Learning Networks, 10, 95-102.
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning
components of classroom academic performance. Journal of Educational
Psychology, 82, 33-40.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for
the use of the Motivated Strategies for Learning Questionnaire (MSLQ). Ann
Arbor, MI: The Regents of the University of Michigan.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and
predictive validity of the motivated strategies for learning questionnaire (MSLQ).
Educational and Psychological Measurement, 53, 801.
Raya, M. J., & Fernandez, J. M. P. (2002). Learning autonomy and new technologies.
Educational media international, 39(1), 61-68.
Rovai, A. P. & Jordan, H. M. (2004). Blended learning and sense of community: A
comparative analysis with traditional and fully online graduate courses.
International Review of Research in Open and Distance Learning, 5(2), 1-13.
Retrieved July 18, 2007 from http://www.irrodl.org/
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic
definitions and new directions. Contemporary Educational Psychology, 25, 54-67.
Sansone, C., & Harackiewicz, J. M. (2000). Intrinsic and extrinsic motivation: the search
for optimal motivation and performance. San Diego, CA: Academic Press.
Schunk, D. H., (1990). Goal setting and self-efficacy during self-regulated learning.
Educational Psychologist, 25(1), 71-86.
Dissertation Proposal 7
Schunk, D. H., (2001). Social cognitive theory and self-regulated learning. In B. J.
Zimmerman & D. H. Schunk (Eds.), Self-Regulated Learning and Academic
Achievement: Theoretical Perspectives. (pp. 125-151) Mahway, NJ: Lawrence
Erlbaum.
Shadish, W. R., Cook, T. D. & Campbell, D. T. (2002). Experimental and quasi-
experimental designs for generalized causal inference. Boston, MA: Houghton
Mifflin Company.
Smagorinsky, P., Cook, L. S., & Johnson, T. S. (2003). The twisted path of concept
development in learning to teach. Teachers College Record, 105(8), 1399-1439.
Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. Boston, MA:
Pearson Education, Inc.
Thomas, R. M. (1998). Conducting educational research: A comparative view.
Westport, CT: Bergin Garvey/Greenwood.
Vallerand, R. & Ratelle, C. (2004). Intrinsic and extrinsic motivation: A hierarchical
model. In E. L. Deci & R. M. Ryan (Eds.), Handbook of Self-Determination
Research (pp. 38-63). Rochester, NY: The University of Rochester Press.
Vonderwell, S., Xin, L., & Alderman, K. (2007). Asynchronous discussions and
assessment in online learning. Journal of Research on Technology in Education,
39, 309-328.
Vygotsky, L. S. (1978). Mind and society. Cambridge, MA: Harvard University Press.
Weiner, B. (1984). Principles for a theory of student motivation and their application
within an attributional framework. In R. Ames & C. Ames (Eds.), Research on
Motivation in Education (Vol. 1) (pp. 15-35). London: Academic Press.
Dissertation Proposal 8
West, R. E., Waddopus, G., & Graham, C. R. (2007). Understanding the experiences of
instructors as they adopt a course management system. Education Technology
Research & Development,55(1), 1-26.
Wigfield, A. & Eccles, J. S. (Eds.). (2002), Development of Achievement Motivation.
San Diego, CA: Academic Press.
Winne, P. H. (1998). computing technologies as sites for developing self-regulated
learning. In D. H. Schunk, & B. Zimmerman (Eds.), Self-regulated learning:
From teaching to self-reflective practice, (pp. 106-136). New York, NY: The
Guilford Press.
Wiske, M. S. (2006). Teaching for meaning learning with new technologies. In E. A.
Ashburn & R. E. Floden (Eds.), Meaningful learning using technology, (26-44).
New York, NY: Teachers College Press.
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learning (ANGEL): A constructivist approach to managing a medical school.
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Zhao, Y., Pugh, K., Byers, J., & Sheldon, S. (2002). Conditions for classroom technology
innovation. Teachers College Record, 104(3), 482-515.
Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key
subprocesses. Contemporary Educational Psychology, 11, 307-313.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning.
Journal of Education, 81, 329-339.
Dissertation Proposal 9
Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An
analysis of exemplary instructional models. In D. Schunk & B. Zimmerman
(Eds.), Self-regulated learning: From teaching to self-reflective practice, (1st Ed.)
(pp. 1-19). New York, NY: The Guilford Press.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary
Educational Psychology, 25, 82-91.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into
Practice, 41(2), 63-70.
Zimmerman, B. J. (2005). Attaining self-regulation: A social cognitive perspective. In M.
Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation, (pp.
13-39). London: Elsevier Academic Press.
Zimmerman, B. J., & Bandura, A. (1994). Impact of self-regulatory influences on
writing course attainment. American Educational Research Journal, 31, 845-862.
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for
academic attainment: The role of self-efficacy beliefs and personal goal setting.
American Educational Research Journal, 29, 663-676.
Zimmerman, B. J., & Schunk, D. H. (Eds.) (2001). Self-regulated learning and academic
achievement: Theoretical perspectives (2nd Ed.). Mahway, NJ: Lawrence
Erlbaum.