Learning and Motivation

Papers
(The H4-Index of Learning and Motivation is 14. 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 2020-09-01 to 2024-09-01.)
ArticleCitations
A review of Project-Based Learning (PBL) and Computational Thinking (CT) in teaching and learning40
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 vocation28
A structural equation modeling approach in examining EFL students’ foreign language enjoyment, trait emotional intelligence, and classroom climate25
Food shopping under risk and uncertainty22
Basic psychological needs in the classroom: A literature review in elementary and middle school students21
A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels21
Intrinsic motivation, favorability, time management, and achievement: A cross-lagged panel analysis21
Metacognition: History, measurements, and the role in early childhood development and education19
RETRACTED: Music education: Which is more effective – Traditional learning or the introduction of modern technologies to increase student motivation?18
Navigating the emotional landscape: Insights into resilience, engagement, and burnout among Chinese High School English as a Foreign Language Learners18
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 Nige18
Predicting learner autonomy in collaborative learning: The role of group metacognition and motivational regulation strategies17
Motivating academic engagement and lifelong learning among vocational and adult education students via self-direction in learning17
An analysis of sensory-specific satiation: Food liking, food wanting, and the effects of distraction17
A motivational response to the inefficiency of teachers’ practices towards students with learned helplessness14
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