Pedagogical Research

• Ahmadi, N., & Besançon, M. (2017). Creativity as a steppingstone towards developing other competencies in classrooms. Education Research International, 2017, 1357456. https://doi.org/10.1155/2017/1357456
• Antonopoulou, K., Chaidemenou, A., & Kouvava, S. (2019). Peer acceptance and friendships among primary school pupils: Associations with loneliness, self-esteem and school engagement. Educational Psychology in Practice, 35(3), 339-351. https://doi.org/10.1080/02667363.2019.1604324
• Audley-Piotrowski, S., Singer, A., & Patterson, M. (2015). The role of the teacher in children’s peer relations: Making the invisible hand intentional. Translational Issues in Psychological Science, 1(2), 192-200. https://doi.org/10.1037/tps0000038
• Buchner, J., & Kerres, M. (2021). Students as designers of augmented reality: Impact on learning and motivation in computer science. Multimodal Technologies and Interaction, 5(8), 41. https://doi.org/10.3390/mti5080041
• Byrnes, D. A. (1985). “Cipher” in the classroom: The invisible child. Childhood Education, 62(2), 91-97. https://doi.org/10.1080/00094056.1985.10520232
• Campillo-Ferrer, J. M., & Miralles-Martínez, P. (2021). Effectiveness of the flipped classroom model on students’ self-reported motivation and learning during the COVID-19 pandemic. Humanities and Social Sciences Communications, 8, 176. https://doi.org/10.1057/s41599-021-00860-4
• Carlin, M. (2019). Celestin Freinet: The printing press and student work. In M. A. Peters, & R. Heraud (Eds.), Encyclopedia of educational innovation (pp. 1-5). Springer. https://doi.org/10.1007/978-981-13-2262-4_159-1
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• Demitriadou, E., Stavroulia, K. E., & Lanitis, A. (2020). Comparative evaluation of virtual and augmented reality for teaching mathematics in primary education. Education and Information Technologies, 25, 381-401. https://doi.org/10.1007/s10639-019-09973-5
• Domen, J., Hornstra, L., Weijers, D., van der Veen, I., & Peetsma, T. (2020). Differentiated need support by teachers: Student-specific provision of autonomy and structure and relations with student motivation. British Journal of Educational Psychology, 90(2), 403-423. https://doi.org/10.1111/bjep.12302
• Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goal. Annual Review of Psychology, 53, 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153
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• Eradze, M., Rodríguez-Triana, M. J., & Laanpere, M. (2019). A conversation between learning design and classroom observations: A systematic literature review. Education Sciences, 9(2), 91. https://doi.org/10.3390/educsci9020091
• Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in learning. Asian Journal of Education and Social Studies, 10(4), 16-37. https://doi.org/10.9734/ajess/2020/v10i430273
• Gherasim, L. R., Butnaru, S., & Iacob, L. (2011). The motivation, learning environment and school achievement. International Journal of Learning, 17(12), 353-364.
• Gillet, N., Vallerand, R. J., & Lafreniére, M. K. (2012). Intrinsic and extrinsic school motivation as a function of age: The mediating role of autonomy support. Social Psychology Education, 15, 77-95. https://doi.org/10.1007/s11218-011-9170-2
• Gore, J. M., Miller, A., Fray, L., Harris, J., & Prieto, E. (2021). Improving student achievement through professional development: Results from a randomised controlled trial of quality teaching rounds. Teaching and Teacher Education, 101, 103297. https://doi.org/10.1016/j.tate.2021.103297
• Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner, & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 63-84). Simon & Schuster Macmillan.
• Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102, 101586. https://doi.org/10.1016/j.ijer.2020.101586
• Hajovsky, D. B., Oyen, K. A., Chesnut, S. R., & Curtin, S. J. (2020). Teacher-student relationship quality and math achievement: The mediating role of teacher self-efficacy. Psychology in the Schools, 57(1), 111-134. https://doi.org/10.1002/pits.22322
• Helle, L., Tynjälä, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education–theory, practice and rubber sling shots. Higher Education, 51, 287-314. https://doi.org/10.1007/s10734-004-6386-5
• Howard, J. L., Bureau, J. S., Guay, F., Chong, J. X., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/1745691620966789
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• Huang, S. Y., Kuo, Y. H., & Chen, H. C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681. https://doi.org/10.1016/j.tsc.2020.100681
• Jansen, T., Meyer, J., Wigfield, A., & Möller, J. (2022). Which student and instructional variables are most strongly related to academic motivation in K-12 education? A systematic review of meta-analyses. Psychological Bulletin, 148(1-2), 1-26. https://doi.org/10.1037/bul0000354
• Kakavoulis, A. K. (1984). The transition of students from primary to secondary education: Psychological and pedagogical implications. Self-Published (in Greek).
• Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I. (2021). Gamification in science education. A systematic review of the literature. Education Sciences, 11(1), 22. https://doi.org/10.3390/educsci11010022
• Lee, W. B. (1984). Celestin Freinet, the unknown reformer. The Educational Forum, 48(1), 96-113. https://doi.org/10.1080/00131728309335883
• Lemos, M., & Veríssimo, L. (2013). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia-Social Behavioral Sciences, 112, 930-938. https://doi.org/10.1016/j.sbspro.2014.01.1251
• Longobardi, C., Settanni, M., Lin, S., & Fabris, M. A. (2021). Student-teacher relationship quality and prosocial behavior: The mediating role of academic achievement and a positive attitude towards school. British Journal of Educational Psychology, 91(2), 547-562. https://doi.org/10.1111/bjep.12378
• Martins, M. F., & Fortunato, I. (2020). The school in Gramsci and Freinet: Proximities and distances to rethink educational policies. Policy Futures in Education, 18(2), 261-274. https://doi.org/10.1177/1478210319845507
• Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686. https://doi.org/10.1037/0022-0663.95.4.667
• Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53-60. https://doi.org/10.29333/aje.2019.426a
• Rahmani, P. (2011). The relationship between self-esteem, achievement goals and academic achievement among the primary school students. Procedia-Social and Behavioral Sciences, 29, 803-808. https://doi.org/10.1016/j.sbspro.2011.11.308
• Reid-Chassiakos, Y., Radesky, J., Christakis, D., Moreno, M. A., & Cross, C. (2016). Children and adolescents and digital media. Pediatrics, 138, 5. https://doi.org/10.1542/peds.2016-2593
• Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-61. https://doi.org/10.1037/0022-3514.57.5.749
• Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press. https://doi.org/10.1521/978.14625/28806
• Sáez-López, J. M., Sevillano-García, M. L., & Vazquez-Cano, E. (2019). The effect of programming on primary school students’ mathematical and scientific understanding: Educational use of mBot. Educational Technology Research and Development, 67, 1405-1425. https://doi.org/10.1007/s11423-019-09648-5
• Shen, J., Wu, H., Reeves, P., Zheng, Y., Ryan, L., & Anderson, D. (2020). The association between teacher leadership and student achievement: A meta-analysis. Educational Research Review, 31, 100357. https://doi.org/10.1016/j.edurev.2020.100357
• Steinmayer, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80-90. https://doi.org/10.1016/j.lindif.2008.05.004
• Steinmayr, R., Weidinger, A. F., Schwinger, M., & Spinath, B. (2019). The importance of students’ motivation for their academic achievement-replicating and extending previous findings. Frontiers in Psychology, 10, 1730. https://doi.org/10.3389/fpsyg.2019.01730
• Stiller, K. D., & Schworm, S. (2019). Game-based learning of the structure and functioning of body cells in a foreign language: Effects on motivation, cognitive load, and performance. Frontiers in Education, 4, 18. https://doi.org/10.3389/feduc.2019.00018
• Sugano, S. G. C., & Mamolo, L. A. (2021). The effects of teaching methodologies on students’ attitude and motivation: A meta-analysis. International Journal of Instruction, 14(3), 827-846. https://doi.org/10.29333/iji.2021.14348a
• Taylor, G., Jungert, T., Mageau, A. M., Schattke, K., Dedic, H., Rosenfield, S., & Koestner, R. (2014). A self-determination theory approach to predicting school achievement over time: The unique role of intrinsic motivation. Contemporary Educational Psychology, 39, 342-358. https://doi.org/10.1016/j.cedpsych.2014.08.002
• Valerio, K. (2012). Intrinsic motivation in the classroom. Journal of Student Engagement: Education Matters, 2(1), 30-35.
• van der Mars, H., Timken, G., & McNamee, J. (2018). Systematic observation of formal assessment of students by teachers (SOFAST). Physical Educator, 75(3), 341-373. https://doi.org/10.18666/TPE-2018-V75-I3-8113
• Vansteenkiste, M., Simons, J., Lens, W., Soenens, B., & Matos, L. (2005). Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents’ academic achievement. Child Development, 76, 483-501. https://doi.org/10.1111/j.1467-8624.2005. 00858.x
• Vassiloudis, I., Yiannakouris, N., Panagiotakos, D. B., Apostolopoulos, K., & Costarelli, V. (2014). Academic performance in relation to adherence to the Mediterranean diet and energy balance behaviors in Greek primary schoolchildren. Journal of Nutrition Education and Behavior, 46(3), 164-170. https://doi.org/10.1016/j.jneb.2013.11.001
• Wigfield, A., & Eccles, J. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81. https://doi.org/10.1006/ceps.1999.1015
• Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation: A meta-analysis. Educational Technology & Society, 23(1), 1-15.
• Zou, D. (2020). Gamified flipped EFL classroom for primary education: Student and teacher perceptions. Journal of Computers in Education, 7(2), 213-228. https://doi.org/10.1007/s40692-020-00153-w

APA

Vassiloudis, I., & Chalda, V. (2024). Developing and strengthening learning motivation: Evidence from a project for primary education in Greece. Pedagogical Research, 9(3), em0202. https://doi.org/10.29333/pr/14423

Vancouver

Vassiloudis I, Chalda V. Developing and strengthening learning motivation: Evidence from a project for primary education in Greece. PEDAGOGICAL RES. 2024;9(3):em0202. https://doi.org/10.29333/pr/14423

AMA

Vassiloudis I, Chalda V. Developing and strengthening learning motivation: Evidence from a project for primary education in Greece. PEDAGOGICAL RES. 2024;9(3), em0202. https://doi.org/10.29333/pr/14423

Chicago

Vassiloudis, Ioannis, and Vaia Chalda. "Developing and strengthening learning motivation: Evidence from a project for primary education in Greece". Pedagogical Research 2024 9 no. 3 (2024): em0202. https://doi.org/10.29333/pr/14423

Harvard

Vassiloudis, I., and Chalda, V. (2024). Developing and strengthening learning motivation: Evidence from a project for primary education in Greece. Pedagogical Research, 9(3), em0202. https://doi.org/10.29333/pr/14423

MLA

Vassiloudis, Ioannis et al. "Developing and strengthening learning motivation: Evidence from a project for primary education in Greece". Pedagogical Research, vol. 9, no. 3, 2024, em0202. https://doi.org/10.29333/pr/14423