References - Motivation and College Mathematics
L. Morales

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, N.J.: Prentice-Hall.

Cooper, S. E., & Robinson, D. A. G. (1991). The relationship of mathematics self-efficacy beliefs to mathematics anxiety and performance. Measurement and Evaluation in Counseling and Development, 24(1), 4-11.

Deci, E. L., & Ryan, R. M. (1987). The support of autonomy and the control of behavior. Journal of Personality and Social Psychology, 53(6), 1024-1037.

Elliott, E. S., & Dweck, C. S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54(1), 5-12.

Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college-women and men - a path-analysis. Journal of Counseling Psychology, 32(1), 47-56.

Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy. Journal for Research in Mathematics Education, 20(3), 261-273.

Hackett, G., Betz, N. E., Ohalloran, M. S., & Romac, D. S. (1990). Effects of verbal and mathematics task-performance on task and career self-efficacy and interest. Journal of Counseling Psychology, 37(2), 169-177.

Hofer, B. K. (1999). Instructional context in the college mathematics
classroom: Epistemological beliefs and student motivation. Journal of Staff, Program and Organizational Development, 16(2), 73-82.

House, J. D. (1995). Student motivation, previous instructional experience, and prior achievement as predictors of performance in college mathematics. International Journal of Instructional Media, 22(2), 157-167.

Lent, R. W., Brown, S. D., Brenner, B., Chopra, S. B., Davis, T., Talleyrand, R., & Suthakaran, V. (2001). The role of contextual supports and barriers in the choice of math/science educational options: A test of social cognitive hypotheses. Journal of Counseling Psychology, 48(4), 474-483.

Lent, R. W., Brown, S. D., & Gore, P. A. (1997). Discriminant and predictive validity of academic self-concept, academic self-efficacy, and mathematics-specific self-efficacy. Journal of Counseling Psychology, 44(3), 307-315.

Lent, R. W., & et al. (1991). Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Counseling Psychology, 38(4), 424-430.

Lent, R. W., & et al. (1996). Cognitive assessment of the sources of mathematics self-efficacy: A thought-listing analysis. Journal of Career Assessment, 4(1), 33-46.

Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1993). Predicting mathematics-related choice and success behaviors - test of an expanded social cognitive model. Journal of Vocational Behavior, 42(2), 223-236.

Marsh, H. W., & Roche, L. A. (1997). Item-specific efficacy judgments in mathematical problem solving: The downside of standing too close to trees in a forest. Contemporary Educational Psychology, 22, 363-377.

Matsui, T., & et al. (1990). Mechanisms underlying math self-efficacy learning of college students. Journal of Vocational Behavior, 37(2), 225-238.

Matsui, T., Matsui, K., & Ohnishi, R. (1990). Mechanisms underlying math self-efficacy learning of college students.

McLeod, D. (1989). The role of affect in mathematical problem solving, Affect and mathematical problem solving : A new perspective (pp. 20-36). New
York: Springer-Verlag.

McLeod, D., & Adams, V. M. (Eds.). (1989). Affect and mathematical problem solving : A new perspective. New York: Springer-Verlag.

Nicholls, J. G. (1989). The competitive ethos and democratic education (pp. 82-146). Cambridge, MA: Harvard University Press.

Pajares, F., & Miller, M. D. (1995). Mathematics self-efficacy and mathematics performances: The need for specificity of assessment. Journal of Counseling Psychology, 42(2), 190-198.

Reeve, J. (1998). Autonomy support as an interpersonal motivating style: Is it teachable? Contemporary Educational Psychology, 23(3), 312-330.

Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91(3), 537-548.

Rigby, C. S., Deci, E. L., Patrick, B. C., & Ryan, R. M. (1992). Beyond the intrinsic extrinsic dichotomy: Self-determination in motivation and learning. Motivation and Emotion, 16(3), 165-185.

Rouxel, G. (1999). Path analyses of the relations between self-efficacy, anxiety and academic performance. European Journal of Psychology of Education, 14(3), 403-421.

Schunk, D. H. (1989). Self-efficacy and achievement behaviors. Educational Psychology Review, 1(3), 173-208.

Turner, J. C., & Meyer, D. K. (1995). Motivating students to learn: Lessons from a fifth grade math class. Middle School Journal, 27(1), 18-25.

Turner, J. C., Meyer, D. K., Cox, K. E., Logan, C., DiCintio, M., & Thomas, C. T. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90(4), 730-745.

Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M., Anderman, E. M., Kang, Y., & Patrick, H. (2002). The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. Journal of Educational Psychology, 94(1), 88-106.

Turner, J. C., Thorpe, P. K., & Meyer, D. K. (1998). Students' reports of motivation and negative affect: A theoretical and empirical analysis. Journal of Educational Psychology, 90(4), 758-771.

Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective-study. Journal of Personality, 60(3), 599-620.