Adair, J. G. (1984). The Hawthorne effect: A reconsideration of the methodological artifact. Journal of Applied Psychology, 69(2), 334-345. doi:10.1037/0021-9010.69.2.334Allwright, D. (2005). Developing principles for practitioner research: The case of exploratory practice. The Modern Language Journal, 89(3), 353–366.Andersen, I. G., & Andersen, S. C. (2015). Student-centered instruction and academic achievement: Linking mechanisms of educational inequality to schools’ instructional strategy. British Journal of Sociology of Education, 38(4), 533–550. https://doi.org/10.1080/01425692.2015.1093409Angelo, T. A. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed). San Francisco: Jossey-BassBaker, R. L., & Brown, D. P. (2013). On Engagement: Learning to Pay Attention. University of Arkansas at Little Rock Law Review, 36, 337.Bunce, D. M., Flens, E. A., & Neiles, K. Y. (2010). How long can students pay attention in class? A study of student attention decline using clickers. Journal of Chemical Education, 87(12), 1438–1443.Cross, K. P., & Angelo, T. A. (1988). Classroom Assessment Techniques. A Handbook for Faculty. University in Ann Arbor, Michigan: National Center for Research to Improve Post-secondary Teaching and Learning.de Fockert, J. W., Rees, G., Frith, C. D., & Lavie, N. (2001). The Role of Working Memory in Visual Selective Attention. Science, 291(5509), 1803–1806. https://doi.org/10.1126/science.1056496De Vaus, D. A., & Ebooks Corporation Limited. (2012). Surveys in social research (6th ed.). London: Routledge.Deci, E. L., & Ryan, R. M. (2010). Intrinsic Motivation. In The Corsini Encyclopedia of Psychology (pp. 1–2). American Cancer Society. https://doi.org/10.1002/9780470479216.corpsy0467Dickinson, L. (1995). Autonomy and motivation a literature review. System, 23(2), 165–174.Donnelly, J. E., & Lambourne, K. (2011). Classroom-based physical activity, cognition, and academic achievement. Preventive Medicine, 52, S36-S42. doi:10.1016/j.ypmed.2011.01.021Douglas, J., Douglas, A., & Barnes, B. (2006). Measuring student satisfaction at a UK university. Quality Assurance in Education. https://doi.org/10.1108/09684880610678568Egbert, J. (2004). A study of flow theory in the foreign language classroom. Canadian Modern Language Review, 60(5), 549–586.Faber, L. G., Maurits, N. M., & Lorist, M. M. (2012). Mental fatigue affects visual selective attention. PloS One, 7(10), e48073.Farley, J., Risko, E., & Kingstone, A. (2013). Everyday attention and lecture retention: The effects of time, fidgeting, and mind wandering. Frontiers in Psychology, 4, 619.Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109.Graef, R., Csikszentmihalyi, M., & McManama Gianinno, S. (1983). Measuring intrinsic motivation in everyday life. Leisure Studies, 2(2), 155–168.
Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. London: SAGE.Hlas, A. C., Neyers, K., & Molitor, S. (2019). Measuring student attention in the second language classroom. Language Teaching Research, 23(1), 107–125.Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125. https://doi.org/10.2307/327317Howatt, A. P. R., & Widdowson, H. G. (2004). A History of ELT, Second Edition. Oxford: OUP.Isbell, E., Stevens, C., Pakulak, E., Hampton Wray, A., Bell, T. A., & Neville, H. J. (2017). Neuroplasticity of selective attention: Research foundations and preliminary evidence for a gene by intervention interaction. Proceedings of the National Academy of Sciences, 114(35), 9247–9254. https://doi.org/10.1073/pnas.1707241114Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1Lavie, N. (2005). Distracted and confused?: Selective attention under load. Trends in Cognitive Sciences, 9(2), 75–82. https://doi.org/10.1016/j.tics.2004.12.004Lee Duckworth, A., Steen, T. A., & Seligman, M. E. (2005). Positive psychology in clinical practice. Annual Review of Clinical Psychology, 1, 629–651.Liu, C. H., & Matthews, R. (2005). Vygotsky’s Philosophy: Constructivism and Its Criticisms Examined. International Education Journal, 6(3), 386–399.Mann, S. J. (2001). Alternative perspectives on the student experience: Alienation and engagement. Studies in Higher Education, 26(1), 7–19.Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14.Menon, V., & Uddin, L. Q. (2010). Saliency, switching, attention and control: A network model of insula function. Brain Structure and Function, 214(5–6), 655–667.Nakamura, J., & Csikszentmihalyi, M. (2002). The Concept of Flow. In Handbook of Positive Psychology (pp. 89–105). Oxford: Oxford University Press.Nakamura, J., & Csikszentmihalyi, M. (2009). Flow Theory and Research. In The Oxford Handbook of Positive Psychology (2nd ed.). Oxford: Oxford University Press.Sarter, M., Givens, B., & Bruno, J. P. (2001). The cognitive neuroscience of sustained attention: Where top-down meets bottom-up. Brain Research Reviews, 35(2), 146–160.Schwartz, J. M., Stapp, H. P., & Beauregard, M. (2005). Quantum physics in neuroscience and psychology: A neurophysical model of mind–brain interaction. Philosophical Transactions of the Royal Society B: Biological Sciences, 360(1458), 1309–1327.Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student engagement in high school classrooms from the perspective of flow theory. In Applications of flow in human development and education (pp. 475–494). London: Springer.Szpunar, K. K., Moulton, S. T., & Schacter, D. L. (2013). Mind wandering and education: From the classroom to online learning. Frontiers in Psychology, 4(Journal Article). https://doi.org/10.3389/fpsyg.2013.00495Viadero, D. (2011). Student engagement; ‘measuring student engagement in upper elementary through high school’. Education Week, 30(18), 5.Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on academic and physical activity outcomes: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 114.Wen, Z. (Edward), & Ahmadian, M. J. (2019). Researching L2 Task Performance and Pedagogy: In honour of Peter Skehan. Amsterdam: John Benjamins Publishing Company.Wilson, K., & Korn, J. H. (2007). Attention During Lectures: Beyond Ten Minutes. Teaching of Psychology, 34(2), 85–89. https://doi.org/10.1080/009862807012912
![[img]](https://eprints.gla.ac.uk/style/images/fileicons/text.png)
References
References