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Journal Abstract Search

893 related items for PubMed ID: 18166143

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  • 3. 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
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  • 4. Performance-approach and performance-avoidance classroom goals and the adoption of personal achievement goals.
    Schwinger M, Stiensmeier-Pelster J.
    Br J Educ Psychol; 2011 Dec; 81(Pt 4):680-99. PubMed ID: 22050313
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  • 6. 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
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  • 7. 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
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  • 8. The influence of achievement goals on the constructive activity of low achievers during collaborative problem solving.
    Gabriele AJ.
    Br J Educ Psychol; 2007 Mar; 77(Pt 1):121-41. PubMed ID: 17411491
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  • 9. 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
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  • 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
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  • 12. Epistemological beliefs and approaches to learning: their change through secondary school and their influence on academic performance.
    Cano F.
    Br J Educ Psychol; 2005 Jun; 75(Pt 2):203-21. PubMed ID: 16033663
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  • 13. Understanding students' motivation in project work: a 2 x 2 achievement goal approach.
    Liu WC, Wang CK, Tan OS, Ee J, Koh C.
    Br J Educ Psychol; 2009 Mar; 79(Pt 1):87-106. PubMed ID: 18547461
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  • 14. When high achievers and low achievers work in the same group: the roles of group heterogeneity and processes in project-based learning.
    Cheng RW, Lam SF, Chan JC.
    Br J Educ Psychol; 2008 Jun; 78(Pt 2):205-21. PubMed ID: 17588293
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  • 15. Personal bests (PBs): a proposed multidimensional model and empirical analysis.
    Martin AJ.
    Br J Educ Psychol; 2006 Dec; 76(Pt 4):803-25. PubMed ID: 17094887
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  • 16. 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
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  • 17. [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
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  • 18. Amalgamation of future time orientation, epistemological beliefs, achievement goals and study strategies: empirical evidence established.
    Phan HP.
    Br J Educ Psychol; 2009 Mar; 79(Pt 1):155-73. PubMed ID: 18466673
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  • 19. Secondary student motivation orientations and standards-based achievement outcomes.
    Meyer LH, McClure J, Walkey F, Weir KF, McKenzie L.
    Br J Educ Psychol; 2009 Jun; 79(Pt 2):273-93. PubMed ID: 18851770
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