These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

333 related articles for article (PubMed ID: 15784095)

  • 1. Examining the motivational impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally controlling communication style on early adolescents' academic achievement.
    Vansteenkiste M; Simons J; Lens W; Soenens B; Matos L
    Child Dev; 2005; 76(2):483-501. PubMed ID: 15784095
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Motivating learning, performance, and persistence: the synergistic effects of intrinsic goal contents and autonomy-supportive contexts.
    Vansteenkiste M; Simons J; Lens W; Sheldon KM; Deci EL
    J Pers Soc Psychol; 2004 Aug; 87(2):246-60. PubMed ID: 15301630
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Regulatory mode preferences for autonomy supporting versus controlling instructional styles.
    Pierro A; Presaghi F; Higgins TE; Kruglanski AW
    Br J Educ Psychol; 2009 Dec; 79(Pt 4):599-615. PubMed ID: 19243682
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Multiple goals, motivation and academic learning.
    Valle A; Cabanach RG; Núnez JC; González-Pienda J; Rodríguez S; Piñeiro I
    Br J Educ Psychol; 2003 Mar; 73(Pt 1):71-87. PubMed ID: 12639278
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Future goal setting, task motivation and learning of minority and non-minority students in Dutch schools.
    Andriessen I; Phalet K; Lens W
    Br J Educ Psychol; 2006 Dec; 76(Pt 4):827-50. PubMed ID: 17094888
    [TBL] [Abstract][Full Text] [Related]  

  • 6. The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning.
    Sierens E; Vansteenkiste M; Goossens L; Soenens B; Dochy F
    Br J Educ Psychol; 2009 Mar; 79(Pt 1):57-68. PubMed ID: 18466671
    [TBL] [Abstract][Full Text] [Related]  

  • 7. The role of different types of instrumentality in motivation, study strategies, and performance: know why you learn, so you'll know what you learn!
    Simons J; Dewitte S; Lens W
    Br J Educ Psychol; 2004 Sep; 74(Pt 3):343-60. PubMed ID: 15296544
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Autonomous motivation, controlled motivation, and goal progress.
    Koestner R; Otis N; Powers TA; Pelletier L; Gagnon H
    J Pers; 2008 Oct; 76(5):1201-30. PubMed ID: 18705645
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Antecedents and trajectories of achievement goals: a self-determination theory perspective.
    Ciani KD; Sheldon KM; Hilpert JC; Easter MA
    Br J Educ Psychol; 2011 Jun; 81(Pt 2):223-43. PubMed ID: 21542816
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Achievement goals and optimal motivation: testing multiple goal models.
    Barron KE; Harackiewicz JM
    J Pers Soc Psychol; 2001 May; 80(5):706-22. PubMed ID: 11374744
    [TBL] [Abstract][Full Text] [Related]  

  • 11. The role of achievement goal orientations in students' perceptions of and preferences for classroom environment.
    Tapola A; Niemivirta M
    Br J Educ Psychol; 2008 Jun; 78(Pt 2):291-312. PubMed ID: 17535519
    [TBL] [Abstract][Full Text] [Related]  

  • 12. The social-cognitive model of achievement motivation and the 2 x 2 achievement goal framework.
    Cury F; Elliot AJ; Da Fonseca D; Moller AC
    J Pers Soc Psychol; 2006 Apr; 90(4):666-79. PubMed ID: 16649862
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Pursuing goals for us: relationally autonomous reasons in long-term goal pursuit.
    Gore JS; Cross SE
    J Pers Soc Psychol; 2006 May; 90(5):848-61. PubMed ID: 16737377
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Mediators of adolescents' stress in a college preparatory environment.
    Ainslie RC; Shafer A; Reynolds J
    Adolescence; 1996; 31(124):913-24. PubMed ID: 8970663
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Matching achievement contexts with implicit theories to maximize motivation after failure: a congruence model.
    El-Alayli A
    Pers Soc Psychol Bull; 2006 Dec; 32(12):1690-702. PubMed ID: 17122180
    [TBL] [Abstract][Full Text] [Related]  

  • 16. An examination of multiple goals in children's physical education: motivational effects of goal profiles and the role of perceived climate in multiple goal development.
    Carr S
    J Sports Sci; 2006 Mar; 24(3):281-97. PubMed ID: 16368638
    [TBL] [Abstract][Full Text] [Related]  

  • 17. 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]  

  • 18. Predictors of global self-worth and academic performance among regular education, learning disabled, and continuation high school students.
    Wiest DJ; Wong EH; Kreil DA
    Adolescence; 1998; 33(131):601-18. PubMed ID: 9831878
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Task interest and actual performance: the moderating effects of assigned and adopted purpose goals.
    Van Yperen NW
    J Pers Soc Psychol; 2003 Dec; 85(6):1006-15. PubMed ID: 14674810
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Distinguishing autonomous and directive forms of goal support: their effects on goal progress, relationship quality, and subjective well-being.
    Koestner R; Powers TA; Carbonneau N; Milyavskaya M; Chua SN
    Pers Soc Psychol Bull; 2012 Dec; 38(12):1609-20. PubMed ID: 22930370
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 17.