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Paul R. Pintrich

Affiliations: 
University of Michigan, Ann Arbor, Ann Arbor, MI 
Area:
Educational Psychology Education, Mathematics Education
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"Paul Pintrich"
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Children

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Eric Anderman grad student University of Michigan (EduTree)
Ioanna Vekiri grad student 2001 University of Michigan
Elizabeth A. Linnenbrink grad student 2002 University of Michigan
Akane Zusho grad student 2003 University of Michigan

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Publications

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Linnenbrink-Garcia L, Maehr ML, Pintrich PR. (2015) Motivation and Achievement Menc Handbook of Research On Music Learning: Volume 1 Strategies
Zusho A, Pintrich PR, Cortina KS. (2005) Motives, goals, and adaptive patterns of performance in Asian American and Anglo American students Learning and Individual Differences. 15: 141-158
Pintrich PR. (2004) Understanding the Development of Student Thinking in the College Classroom The Journal of Higher Education. 75: 476-480
Pintrich PR. (2004) Learning to Think: Disciplinary Perspectives The Journal of Higher Education. 75: 476-480
Pintrich PR, Blazevski JL. (2004) Applications of a Model of Goal Orientation and Self-Regulated Learning to Individuals with Learning Problems International Review of Research in Mental Retardation. 28: 31-83
Conley AMM, Pintrich PR, Vekiri I, et al. (2004) Changes in epistemological beliefs in elementary science students Contemporary Educational Psychology. 29: 186-204
Pintrich PR. (2004) A conceptual framework for assessing motivation and self-regulated learning in college students Educational Psychology Review. 16: 385-407
Linnenbrink EA, Pintrich PR. (2003) THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING INTHECLASSROOM Reading & Writing Quarterly. 19: 119-137
Zusho A, Pintrich PR, Coppola B. (2003) Skill and will: The role of motivation and cognition in the learning of college chemistry International Journal of Science Education. 25: 1081-1094
Pintrich PR, De Groot EV. (2003) A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts Journal of Educational Psychology. 95: 667-686
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