Division C - Learning and Instructions / Division C - Section 2a: Cognitive and Motivational Processes

SIG-Motivation in Education

Dale H. Schunk, University of North Carolina - Greensboro

From Science Student to Scientist: Predictors and Outcomes of Multiple Science Identity Development Trajectories - Kristy A. Robinson, Michigan State University; Tony Perez, Old Dominion University; Amy K. Nuttall, Michigan State University; Cary J. Roseth, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

Mathematical Reading Patterns: The Influence of Self-Concept and Situational Context - Anselm Robert Strohmaier, Technical University of Munich; Anja Schiepe-Tiska, Technische Universität München; Fabian Müller, Technical University of Munich; Kristina M. Reiss, TU München

The Development of Adolescents' Math and English Self-Concept Patterns and Their Associations With College Major Selection - Osman Umarji, University of California - Irvine; Jacquelynne Eccles, University of California - Irvine

Reciprocal Effects Between Perceived Teacher Behavior, Students' Self-Concept, and Academic Achievement in Accounting - Christoph Helm, Johannes Kepler University of Linz; Maria Krumpholz; Karin Heinrichs, Otto Friedrich University Bamberg

Self-Efficacy and Self-Concept as Predictors of Language Learning Achievements in an Asian Bilingual Context - Chih Nuo, Grace Chao, The Chinese University of Hong Kong; Dennis M. McInerney, The Education University of Hong Kong; Barry Bai, The Chinese University of Hong Kong

Using an Interpersonal Approach to Disentangle Components of Academic Self-Concept and Their Associations With Achievement - Thomas Lösch, Eberhard Karls Universität Tübingen; Oliver Lüdtke, Leibniz Institute for Science and Mathematics Education, Kiel, Germany; Alexander Robitzsch, Bundesinstitut fur Bildungsforschung; Augustin Kelava, Eberhard Karls Universität Tübingen; Benjamin Nagengast, University of Tübingen; Ulrich Trautwein, University of Tubingen