396 related articles for article (PubMed ID: 12828811)
21. The middle schooling process: influences on science and mathematics achievement from the longitudinal study of American youth.
Reynolds AJ
Adolescence; 1991; 26(101):133-58. PubMed ID: 2048469
[TBL] [Abstract][Full Text] [Related]
22. Academic self-concept, learning motivation, and test anxiety of the underestimated student.
Urhahne D; Chao SH; Florineth ML; Luttenberger S; Paechter M
Br J Educ Psychol; 2011 Mar; 81(Pt 1):161-77. PubMed ID: 21391968
[TBL] [Abstract][Full Text] [Related]
23. Intrinsic motivation among regular, special, and alternative education high school students.
Wiest DJ; Wong EH; Cervantes JM; Craik L; Kreil DA
Adolescence; 2001; 36(141):111-26. PubMed ID: 11407628
[TBL] [Abstract][Full Text] [Related]
24. Pre-academic and early academic achievement in children with velocardiofacial syndrome (del22q11.2) of borderline or normal intelligence.
De Smedt B; Swillen A; Ghesquière P; Devriendt K; Fryns JP
Genet Couns; 2003; 14(1):15-29. PubMed ID: 12725586
[TBL] [Abstract][Full Text] [Related]
25. Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school.
Aunola K; Leskinen E; Nurmi JE
Br J Educ Psychol; 2006 Mar; 76(Pt 1):21-40. PubMed ID: 16573977
[TBL] [Abstract][Full Text] [Related]
26. Younger children's changing self-concepts: boys and girls from preschool through second grade.
Mantzicopoulos P
J Genet Psychol; 2006 Sep; 167(3):289-308. PubMed ID: 17278417
[TBL] [Abstract][Full Text] [Related]
27. Self-regulated learning of basic arithmetic skills: a longitudinal study.
Throndsen I
Br J Educ Psychol; 2011 Dec; 81(Pt 4):558-78. PubMed ID: 21199489
[TBL] [Abstract][Full Text] [Related]
28. The contribution of personality traits and self-efficacy beliefs to academic achievement: a longitudinal study.
Caprara GV; Vecchione M; Alessandri G; Gerbino M; Barbaranelli C
Br J Educ Psychol; 2011 Mar; 81(Pt 1):78-96. PubMed ID: 21199485
[TBL] [Abstract][Full Text] [Related]
29. Predicting academic self-handicapping in different age groups: the role of personal achievement goals and social goals.
Leondari A; Gonida E
Br J Educ Psychol; 2007 Sep; 77(Pt 3):595-611. PubMed ID: 17908377
[TBL] [Abstract][Full Text] [Related]
30. [Prevalence of and factors related to depression in high school students].
Eskin M; Ertekin K; Harlak H; Dereboy C
Turk Psikiyatri Derg; 2008; 19(4):382-9. PubMed ID: 19110980
[TBL] [Abstract][Full Text] [Related]
31. When being a girl matters less: accessibility of gender-related self-knowledge in single-sex and coeducational classes and its impact on students' physics-related self-concept of ability.
Kessels U; Hannover B
Br J Educ Psychol; 2008 Jun; 78(Pt 2):273-89. PubMed ID: 17535522
[TBL] [Abstract][Full Text] [Related]
32. The effects of selective schooling and self-concept on adolescents' academic aspiration: an examination of Dweck's self-theory.
Ahmavaara A; Houston DM
Br J Educ Psychol; 2007 Sep; 77(Pt 3):613-32. PubMed ID: 17908378
[TBL] [Abstract][Full Text] [Related]
33. Implicit theories of intelligence, perceived academic competence, and school achievement: testing alternative models.
Gonida E; Kiosseoglou G; Leondari A
Am J Psychol; 2006; 119(2):223-38. PubMed ID: 16841779
[TBL] [Abstract][Full Text] [Related]
34. Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure.
Pinxten M; Marsh HW; De Fraine B; Van Den Noortgate W; Van Damme J
Br J Educ Psychol; 2014 Mar; 84(Pt 1):152-74. PubMed ID: 24547759
[TBL] [Abstract][Full Text] [Related]
35. [Girls are more successful than boys at the university. Gender group differences in models integrating motivational and aggressive components correlated with Test-Anxiety].
Masson AM; Hoyois P; Cadot M; Nahama V; Petit F; Ansseau M
Encephale; 2004; 30(1):1-15. PubMed ID: 15029071
[TBL] [Abstract][Full Text] [Related]
36. Coping with examinations: exploring relationships between students' coping strategies, implicit theories of ability, and perceived control.
Doron J; Stephan Y; Boiché J; Le Scanff C
Br J Educ Psychol; 2009 Sep; 79(Pt 3):515-28. PubMed ID: 19187577
[TBL] [Abstract][Full Text] [Related]
37. Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their association.
Weidinger AF; Steinmayr R; Spinath B
Br J Educ Psychol; 2017 Jun; 87(2):187-204. PubMed ID: 28155221
[TBL] [Abstract][Full Text] [Related]
38. Different forces, same consequence: conscientiousness and competence beliefs are independent predictors of academic effort and achievement.
Trautwein U; Lüdtke O; Roberts BW; Schnyder I; Niggli A
J Pers Soc Psychol; 2009 Dec; 97(6):1115-28. PubMed ID: 19968422
[TBL] [Abstract][Full Text] [Related]
39. Effectiveness of selection in medical school admissions: evaluation of the outcomes among freshmen.
Hulsman RL; van der Ende JS; Oort FJ; Michels RP; Casteelen G; Griffioen FM
Med Educ; 2007 Apr; 41(4):369-77. PubMed ID: 17430282
[TBL] [Abstract][Full Text] [Related]
40. Perceptions of autonomy support, parent attachment, competence and self-worth as predictors of motivational orientation and academic achievement: an examination of sixth- and ninth-grade regular education students.
Wong EH; Wiest DJ; Cusick LB
Adolescence; 2002; 37(146):255-66. PubMed ID: 12144158
[TBL] [Abstract][Full Text] [Related]
[Previous] [Next] [New Search]
