Learning and Motivation

Papers
(The H4-Index of Learning and Motivation is 13. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2020-04-01 to 2024-04-01.)
ArticleCitations
Gamification as a moderator for the impact of intrinsic motivation: Findings from a multigroup field experiment37
A review of Project-Based Learning (PBL) and Computational Thinking (CT) in teaching and learning32
The impact of extrinsic motivation, intrinsic motivation, and social self-efficacy on English competition participation intentions of pre-college learners: Differences between high school and vocation26
Food shopping under risk and uncertainty21
Academic self-concept and achievement motivation among adolescent students in different learning environments: Does competence-support matter?21
A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels20
Intrinsic motivation, favorability, time management, and achievement: A cross-lagged panel analysis18
Visual media and learning: Effect of interactive television instruction as an intervention strategy for improving the critical thinking skills and disposition of out-of-school nomadic children in Nige16
RETRACTED: Music education: Which is more effective – Traditional learning or the introduction of modern technologies to increase student motivation?15
An analysis of sensory-specific satiation: Food liking, food wanting, and the effects of distraction15
Basic psychological needs in the classroom: A literature review in elementary and middle school students15
Sandwich feedback: The empirical evidence of its effectiveness15
Seeking the source: The effect of personality and previous experiences on university students’ L2 willingness to communicate14
Metacognition: History, measurements, and the role in early childhood development and education13
Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning13
A motivational response to the inefficiency of teachers’ practices towards students with learned helplessness13
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