Bibliography Of Self-efficacy And Self-motivation

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 quasiexperimental 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. Wyman, D., Smith, P., and Leapman, S. B. (2001). A new global environment for learning (ANGEL): A constructivist approach to managing a medical school. Curriculum. Retrieved June 22, 2007, from http://mednet2001.drmm.uniud.it/proceedings/paper.php?id=62 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.