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Journal Abstract Search

380 related items for PubMed ID: 17908372

  • 1. Relations among competence beliefs, utility value, achievement goals, and effort in mathematics.
    Chouinard R, Karsenti T, Roy N.
    Br J Educ Psychol; 2007 Sep; 77(Pt 3):501-17. PubMed ID: 17908372
    [Abstract] [Full Text] [Related]

  • 2. Changes in high-school students' competence beliefs, utility value and achievement goals in mathematics.
    Chouinard R, Roy N.
    Br J Educ Psychol; 2008 Mar; 78(Pt 1):31-50. PubMed ID: 17535512
    [Abstract] [Full Text] [Related]

  • 3. Task- and self-related pathways to deep learning: the mediating role of achievement goals, classroom attentiveness, and group participation.
    Lau S, Liem AD, Nie Y.
    Br J Educ Psychol; 2008 Dec; 78(Pt 4):639-62. PubMed ID: 18166143
    [Abstract] [Full Text] [Related]

  • 4. Personal and situational predictors of test anxiety of students in post-compulsory education.
    Putwain DW, Woods KA, Symes W.
    Br J Educ Psychol; 2010 Mar; 80(Pt 1):137-60. PubMed ID: 19646333
    [Abstract] [Full Text] [Related]

  • 5. [The social-cognitive model of achievement motivation in physical education].
    González-Cutre Coll D, Sicilia Camacho A, Moreno Murcia JA.
    Psicothema; 2008 Nov; 20(4):642-51. PubMed ID: 18940063
    [Abstract] [Full Text] [Related]

  • 6. Faking the desire to learn: a clarification of the link between mastery goals and academic achievement.
    Dompnier B, Darnon C, Butera F.
    Psychol Sci; 2009 Aug; 20(8):939-43. PubMed ID: 19538435
    [Abstract] [Full Text] [Related]

  • 7. 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
    [Abstract] [Full Text] [Related]

  • 8. 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
    [Abstract] [Full Text] [Related]

  • 9. Influences on cognitive engagement: epistemological beliefs and need for closure.
    DeBacker TK, Crowson HM.
    Br J Educ Psychol; 2006 Sep; 76(Pt 3):535-51. PubMed ID: 16953961
    [Abstract] [Full Text] [Related]

  • 10. 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
    [Abstract] [Full Text] [Related]

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  • 12. [Achievement and social goals, persistence-effort, and intentions of sport practice in physical education students].
    Cecchini Estrada JA, González González-Mesa C, Méndez Giménez A, Fernández-Río J, Contreras Jordán O, Romero Granados S.
    Psicothema; 2008 May; 20(2):260-5. PubMed ID: 18413088
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  • 14. 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
    [Abstract] [Full Text] [Related]

  • 15. 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
    [Abstract] [Full Text] [Related]

  • 16. 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
    [Abstract] [Full Text] [Related]

  • 17. Achievement goals as mediators of the relationship between competence beliefs and test anxiety.
    Putwain DW, Symes W.
    Br J Educ Psychol; 2012 Jun; 82(Pt 2):207-24. PubMed ID: 22583087
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  • 19. Motivation of men and women in mathematics and language.
    Vrugt A, Oort FJ, Waardenburg L.
    Int J Psychol; 2009 Oct; 44(5):351-9. PubMed ID: 22029613
    [Abstract] [Full Text] [Related]

  • 20. 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
    [Abstract] [Full Text] [Related]

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