1999 - Review of Research Award, American Educational Research Association
His primary areas of investigation include Goal orientation, Cognitive psychology, Goal theory, Self-regulated learning and Perspective. His Goal orientation study results in a more complete grasp of Social psychology. His work deals with themes such as Cooperative learning, Active learning, Need for achievement and Social cognition, which intersect with Cognitive psychology.
His research integrates issues of Affect, Goal setting, Learning motivation, Epistemology and Academic achievement in his study of Goal theory. He interconnects Metacognition, Conceptual framework and Cognitive style in the investigation of issues within Self-regulated learning. His Metacognition research includes elements of Knowledge level, Self-efficacy and General knowledge.
Paul R. Pintrich mainly investigates Social psychology, Mathematics education, Pedagogy, Goal theory and Goal orientation. His Social psychology research is multidisciplinary, incorporating elements of Conceptual change, Early adolescents and Perception. As part of one scientific family, Paul R. Pintrich deals mainly with the area of Goal theory, narrowing it down to issues related to the Academic achievement, and often Epistemology.
The Goal orientation study combines topics in areas such as Cognitive psychology, Self-regulated learning, Metacognition, Predictive validity and Empirical research. Paul R. Pintrich has researched Self-regulated learning in several fields, including Goal setting, Cognitive style and Cognitive strategy. His Metacognition research focuses on subjects like Applied psychology, which are linked to Task value.
His main research concerns Epistemology, Pedagogy, Conceptual change, Mathematics education and Social psychology. His work in the fields of Student engagement and Science education overlaps with other areas such as Perspective and College classroom. His Conceptual change study integrates concerns from other disciplines, such as Cognitive psychology, Metacognition, Intentionality and Constructivism.
His study in Cognitive psychology is interdisciplinary in nature, drawing from both Social psychology, Affect and Goal orientation. His studies in Goal orientation integrate themes in fields like Goal theory, Active learning, Proactive learning, Self-regulated learning and Experiential learning. Paul R. Pintrich interconnects Perception and Generalizability theory in the investigation of issues within Social psychology.
Self-efficacy, Goal orientation, Educational psychology, Social psychology and Pedagogy are his primary areas of study. His Goal orientation research incorporates themes from Goal theory, Cognitive psychology, Collaborative learning and Cognitive strategy. His research in Goal theory focuses on subjects like Attribution, which are connected to Developmental psychology.
His research investigates the connection with Social psychology and areas like Epistemology which intersect with concerns in Cognitive development. His Pedagogy study frequently draws connections to other fields, such as Self-regulated learning. His research investigates the connection between Applied psychology and topics such as Mathematics education that intersect with problems in Metacognition.
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Motivational and self-regulated learning components of classroom academic performance.
Paul R. Pintrich;Elisabeth V. de Groot.
Journal of Educational Psychology (1990)
Motivation in Education: Theory, Research, and Applications
Paul R. Pintrich;Dale H. Schunk.
The role of goal orientation in self-regulated learning.
Paul R. Pintrich.
Handbook of Self-Regulation (2000)
A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).
Paul R. Pintrich.
The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning
Barbara K. Hofer;Paul R. Pintrich.
Review of Educational Research (1997)
Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change
Paul R. Pintrich;Ronald W. Marx;Robert A. Boyle.
Review of Educational Research (1993)
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Paul R. Pintrich;David A. F. Smith;Teresa Garcia;Wilbert J. Mckeachie.
Educational and Psychological Measurement (1993)
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.
Paul R. Pintrich.
Journal of Educational Psychology (2003)
Handbook of self-regulation
Monique Boekaerts;Paul R. Pintrich;Moshe Zeidner.
Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement.
Paul R. Pintrich.
Journal of Educational Psychology (2000)
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