Paul Pintrich

Paul Pintrich's AcademicInfluence.com Rankings

Paul Pintrich

Psychology

#436

World Rank

#596

Historical Rank

#290

USA Rank

Educational Psychology

World Rank

#10

Historical Rank

USA Rank

psychology Degrees

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Psychology

Why Is Paul Pintrich Influential?

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According to Wikipedia, Paul R. Pintrich was an educational psychologist who made significant contributions to the fields of motivation, epistemological beliefs, and self-regulated learning. He was a professor of education and psychology at the University of Michigan where he also completed his PhD and MA. Pintrich published over 140 articles, book chapters, and books on topics related to educational psychology.

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Paul Pintrich's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Motivational and self-regulated learning components of classroom academic performance. (1990) (7794)
Motivation in Education: Theory, Research, and Applications (1995) (5391)
The role of goal orientation in self-regulated learning. (2000) (3835)
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq) (1993) (3262)
A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). (1991) (3218)
Handbook of self-regulation (2000) (3018)
The Development of Epistemological Theories: Beliefs About Knowledge and Knowing and Their Relation to Learning (1997) (2961)
A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003) (2584)
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004) (2340)
Beyond Cold Conceptual Change: The Role of Motivational Beliefs and Classroom Contextual Factors in the Process of Conceptual Change (1993) (2194)
Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement. (2000) (2070)
The role of motivation in promoting and sustaining self-regulated learning (1999) (1665)
Revision of achievement goal theory: Necessary and illuminating. (2002) (1278)
The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing (2002) (1215)
Personal Epistemology The Psychology of Beliefs About Knowledge and Knowing (2002) (1129)
Motivation as an Enabler for Academic Success (2002) (1009)
The relation between goal orientation and students' motivational beliefs and self-regulated learning (1996) (894)
Students' motivational beliefs and their cognitive engagement in classroom academic tasks. (1992) (840)
THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM (2003) (789)
"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class. (1997) (651)
Contextual differences in student motivation and self-regulated learning in mathematics, English, and social studies classrooms (1998) (608)
The dynamic interplay of student motivation and cognition in the college classroom (1989) (584)
Understanding self‐regulated learning (1995) (568)
Regulating motivation and cognition in the classroom: The role of self-schemas and self-regulatory strategies. (1994) (543)
The Development of Academic Self-Regulation: The Role of Cognitive and Motivational Factors (2002) (531)
Student Motivation and Self-Regulated Learning in the College Classroom (2002) (516)
Skill and will: The role of motivation and cognition in the learning of college chemistry (2003) (503)
Changes in epistemological beliefs in elementary science students (2004) (452)
Achievement Goal Theory and Affect: An Asymmetrical Bidirectional Model (2002) (435)
Self-Regulation: Directions and Challenges for Future Research (2000) (411)
Avoiding Seeking Help in the Classroom: Who and Why? (2001) (366)
Classroom and Individual Differences in Early Adolescents' Motivation and Self-Regulated Learning (1994) (356)
Development between the ages of 11 and 25. (1996) (328)
Development and Validation of the Epistemic Belief Inventory (EBI) (2001) (320)
Current issues in achievement goal theory and research (2003) (305)
Intentional Conceptual Change (2003) (279)
What Is Epistemological Thinking and Why Does It Matter (2001) (274)
Motivation and Classroom Learning (2003) (262)
Assessing Academic Self-Regulated Learning (2005) (248)
A Process-Oriented View of Student Motivation and Cognition. (1988) (240)
Future challenges and directions for theory and research on personal epistemology. (2002) (236)
Continuities and discontinuities: Future directions for research in educational psychology (1994) (200)
Student motivation, cognition, and learning : essays in honor of Wilbert J. McKeachie (1994) (197)
Multiple pathways to learning and achievement: The role of goal orientation in fostering adaptive motivation, affect, and cognition (2000) (188)
The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning. (1999) (180)
Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students (2005) (179)
Self-Regulation: An Introductory Overview (2000) (162)
Teaching Learning Strategies (1985) (159)
Educational psychology for teachers: Reforming our courses, rethinking our roles (1995) (158)
The Formation and Role of Self Perceptions of Ability in Elementary Classrooms (1982) (153)
Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. (2001) (131)
Motivated Strategies for Learning Questionnaire (2012) (128)
The Role of Motivational Beliefs in Conceptual Change (2002) (122)
Student learning and college teaching (1988) (121)
“Knowing What to Believe”: The Relevance of Students’ Mathematical Beliefs for Mathematics Education (2001) (118)
Role of Affect in Cognitive Processing in Academic Contexts (2004) (118)
Achievement and social motivational influences on help seeking in the classroom. (1998) (116)
The role of intentions in conceptual change learning (2003) (114)
Assessing Students’ Motivation and Learning Strategies in the Classroom Context: The Motivated Strategies for Learning Questionnaire (1996) (114)
Characterizing Fifth Grade Students’ Epistemological Beliefs in Science (2001) (108)
Educational Psychology at the Millennium: A Look Back and a Look Forward (2000) (107)
Motivating students, improving schools : the legacy of Carol Midgley (2004) (105)
Assessing Students' Motivation and Learning Strategies: The Motivated Strategies for Learning Questionnaire. (1995) (103)
Beliefs About Science: How Does Science Instruction Contribute? (2001) (103)
Classroom experience and children's self-perceptions of ability, effort and conduct (1985) (100)
The role of goals and affect in working memory functioning (1999) (99)
Self-Regulated Learning in College Students: Knowledge, Strategies, and Motivation (2012) (90)
Critical Thinking and Its Relationship to Motivation, Learning Strategies, and Classroom Experience. (1992) (84)
Teaching a Course in Learning to Learn (1987) (84)
Taking control of research on volitional control: challenges for future theory and research (1999) (81)
Learning to Learn: The Skill and Will of College Success (2002) (76)
The Reflective Judgment Model: Twenty Years of Research on Epistemic Cognition (2001) (65)
Chapter 2 The role of motivation in promoting and sustaining self-regulated learning (1999) (57)
Assessing and Improving Students' Learning Strategies. (1990) (56)
New directions in measures and methods (2001) (53)
Goal Orientation and Self-Regulated Learning in the College Classroom: A Cross-Cultural Comparison (2001) (53)
Metacognitive Aspects of Students’ Reflective Discourse: Implications for Intentional Conceptual Change Teaching and Learning: M. Gertrude Hennessey (2003) (49)
Student Motivation and Self-Regulated Learning: A LISREL Model. (1991) (44)
Children’s Concepts of Ability, Effort, and Conduct (1986) (43)
Teacher talk and students' reasoning about morals, conventions, and achievement. (1987) (40)
2. Assessing Metacognition andSelf-Regulated Learning (2000) (37)
Self-Schemas, Motivational Strategies and Self-Regulated Learning. (1993) (34)
and Knowing and Their Relation to Learning The Development of Epistemological Theories: Beliefs About Knowledge (2011) (34)
Current issues in research on self-regulated learning : a discussion with commentaries (1995) (31)
Motivation and achievement (2002) (30)
Promoting Student Learning in a Large General Chemistry Course. (2004) (28)
Future directions for theory and research on intentional conceptual change (2003) (27)
MOTIVATION AND LEARNING STRATEGIES INTERACTIONS WITH ACHIEVEMENT (1986) (25)
Student Learning in Science Classrooms: What Role Does Motivation Play? (2005) (23)
The Role of Possible Selves in Adolescents' Perceived Competence and Self-Regulation. (1995) (21)
Students' programming behavior in a pascal course (1987) (21)
The Effects of Autonomy on Motivation, Use of Learning Strategies, and Performance in the College Classroom. (1991) (17)
Applications of a Model of Goal Orientation and Self-Regulated Learning to Individuals with Learning Problems (2004) (16)
Understanding Interference and Inhibition Processes from a Motivational and Self-Regulated Learning Perspective: Comments on Dempster and Corkill (1999) (11)
Motivation and adolescent development (1993) (10)
Understanding Student Motivation and Providing Hope for Teachers. (2000) (9)
Motivation in Education : Theory, Research, and Applications / Dale H. Schunk (2010) (9)
Self-Regulated Learning : The Educational Legacy of (2011) (8)
Cognitive consequences of student estimation on linear and logarithmic scales (1987) (5)
Culture, motivation and achievement (1995) (5)
Attainment of skill in using science processes II. Grade and task effects (1986) (5)
Understanding the Development of Student Thinking in the College Classroom (2004) (3)
Multiple windows on conceptual change: Cognitive constructivist and social constructivist perspectives. (1999) (1)
Integrating and Contextualizing Motivation: Ford's Motivational Systems Theory. (1995) (1)
Correlates of critical thinking (2012) (1)
When is Conceptual Change Intended? A Cognitive-Sociocultural View: Giyoo Hatano and Kayoko Inagaki (2003) (0)
Appreciation of reviewers (1987) (0)
Clarifying our definition and models of intentional conceptual change (2003) (0)
Slouching Toward Pasteur's Quadrant: Redirecting the Goals of Educational Research. (2001) (0)
Intentionality in Conceptual Change and Constructivism@@@Intentional Conceptual Change (2004) (0)
Learning to Think: Disciplinary Perspectives (2004) (0)

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Other Resources About Paul Pintrich

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What Schools Are Affiliated With Paul Pintrich?

Paul Pintrich is affiliated with the following schools:

University of Michigan