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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 Saudi female students learning English : motivation, effort, and anxiety Al Shaye, Rasha (S28908); Yeung, Alexander Seeshing (R9233); Suliman, Rosemary (R8663). - : U.S., Common Ground, 2014 BASE Show details 2 Questioning new directions in understanding student motivation : an investigation into the domain specificity of motivational goals Magson, Natasha R. (R16626); Bodkin-Andrews, Gawaian (R10937); Craven, Rhonda (R7517); Nelson, Genevieve F. (R12105); Yeung, Alexander Seeshing (R9233). - : U.K., Cambridge University Press, 2013 Abstract: Most past models of student motivation have assumed that student motivation generalises across various achievement situations and curriculum domains; however, research has not fully explored the extent to which motivation may be domain-specific (Green, Martin, & Marsh, 2007; Martin, 2008). The purpose of the present investigation was to explore this issue by comparing and contrasting generalised models of motivation with domain-specific models and how they relate to achievement outcomes in mathematics and English. Secondary students (N = 476) completed both the domain-general (ISM, McInerney, 2003) and the researcher-derived domain-specific motivational measure (DSSM) followed by a standardised achievement test (WRAT-3, Wilkinson, 1993). Overall, the study resulted in mixed findings. There was some indication that there was enough independent variance between the domain-specific goal types to suggest they were tapping distinct constructs as found in previous research (Green et al., 2007). However, the small and often inconsistent correlations with achievement outcomes brings into question the usefulness for educators and the research practicality of pursuing such a division. Keyword: domain specific motivation; goal theory; student achievement; student motivation; XXXXXX - Unknown URL: https://doi.org/10.1017/edp.2013.11 http://handle.uws.edu.au:8081/1959.7/544173 BASE Hide details 3 Mandatory use of technology in teaching : who cares and so what? Yeung, Alexander Seeshing (R9233); Taylor, Peter G.; Hui, Chenri. - : U.K., Wiley-Blackwell Publishing Ltd., 2012 BASE Show details 4 Self-concepts of English-speaking and non-English-speaking students in an English-speaking country Yeung, Alexander Seeshing (R9233). - : USA, Information Age, 2012 BASE Show details 5 Adolescent peer relations instrument : assessment of its reliability and construct validity when used with upper primary students Finger, Linda R. (S25265); Yeung, Alexander Seeshing (R9233); Craven, Rhonda (R7517). - : Melbourne, Vic., Australian Association for Research in Education, 2009 BASE Show details

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