665 related articles for article (PubMed ID: 23692538)
1. Positive academic emotions moderate the relationship between self-regulation and academic achievement.
Villavicencio FT; Bernardo AB
Br J Educ Psychol; 2013 Jun; 83(Pt 2):329-40. PubMed ID: 23692538
[TBL] [Abstract][Full Text] [Related]
2. Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success.
Putwain D; Sander P; Larkin D
Br J Educ Psychol; 2013 Dec; 83(Pt 4):633-50. PubMed ID: 24175686
[TBL] [Abstract][Full Text] [Related]
3. The relationship between university students' goal orientation and academic achievement. The mediating role of motivational components and the moderating role of achievement emotions.
Frumos FV; Leonte R; Candel OS; Ciochină-Carasevici L; Ghiaţău R; Onu C
Front Psychol; 2023; 14():1296346. PubMed ID: 38322493
[TBL] [Abstract][Full Text] [Related]
4. Academic achievement in first-year Portuguese college students: the role of academic preparation and learning strategies.
Soares AP; Guisande AM; Almeida LS; Páramo FM
Int J Psychol; 2009 Jun; 44(3):204-12. PubMed ID: 22029496
[TBL] [Abstract][Full Text] [Related]
5. 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]
6. Achievement goals and emotions: The mediational roles of perceived progress, control, and value.
Hall NC; Sampasivam L; Muis KR; Ranellucci J
Br J Educ Psychol; 2016 Jun; 86(2):313-30. PubMed ID: 26917420
[TBL] [Abstract][Full Text] [Related]
7. Predictors of situational disengagement in the academic setting: the contribution of grades, perceived competence, and academic motivation.
Stephan Y; Caudroit J; Boiché J; Sarrazin P
Br J Educ Psychol; 2011 Sep; 81(Pt 3):441-55. PubMed ID: 21770914
[TBL] [Abstract][Full Text] [Related]
8. Academic emotions from a social-cognitive perspective: antecedents and domain specificity of students' affect in the context of Latin instruction.
Goetz T; Pekrun R; Hall N; Haag L
Br J Educ Psychol; 2006 Jun; 76(Pt 2):289-308. PubMed ID: 16719965
[TBL] [Abstract][Full Text] [Related]
9. Personal and family perfectionism of Taiwanese college students: relationships with depression, self-esteem, achievement motivation, and academic grades.
Wang KT
Int J Psychol; 2012; 47(4):305-14. PubMed ID: 22150292
[TBL] [Abstract][Full Text] [Related]
10. 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]
11. Conceptualizing the relations between executive functions and self-regulated learning.
Garner JK
J Psychol; 2009 Jul; 143(4):405-26. PubMed ID: 19606646
[TBL] [Abstract][Full Text] [Related]
12. Cognitive processes in university learning: a developmental framework using structural equation modelling.
Phan HP
Br J Educ Psychol; 2011 Sep; 81(Pt 3):509-30. PubMed ID: 21199483
[TBL] [Abstract][Full Text] [Related]
13. 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]
14. The effects of different learning environments on students' motivation for learning and their achievement.
Baeten M; Dochy F; Struyven K
Br J Educ Psychol; 2013 Sep; 83(Pt 3):484-501. PubMed ID: 23822533
[TBL] [Abstract][Full Text] [Related]
15. University students' achievement goals and approaches to learning in mathematics.
Cano F; Berbén AB
Br J Educ Psychol; 2009 Mar; 79(Pt 1):131-53. PubMed ID: 18578956
[TBL] [Abstract][Full Text] [Related]
16. Motivational predictors of coping with academic examination.
Doron J; Stephan Y; Maiano C; Le Scanff C
J Soc Psychol; 2011; 151(1):87-104. PubMed ID: 21375127
[TBL] [Abstract][Full Text] [Related]
17. University students' academic performance: an integrative conceptual framework and empirical analysis.
Fenollar P; Román S; Cuestas PJ
Br J Educ Psychol; 2007 Dec; 77(Pt 4):873-91. PubMed ID: 17535509
[TBL] [Abstract][Full Text] [Related]
18. 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]
19. Evoked prior learning experience and approach to learning as predictors of academic achievement.
Trigwell K; Ashwin P; Millan ES
Br J Educ Psychol; 2013 Sep; 83(Pt 3):363-78. PubMed ID: 23822526
[TBL] [Abstract][Full Text] [Related]
20. Academic self-handicapping: the role of self-concept clarity and students' learning strategies.
Thomas CR; Gadbois SA
Br J Educ Psychol; 2007 Mar; 77(Pt 1):101-19. PubMed ID: 17411490
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]