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Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are
16 references·1 citing·45 second hop
Students' intentions to study non‐compulsory mathematics: the importance of how good you think you are (2014)Students' intentions to study non‐compuls…Self-concept and academic achievement: A meta-analysis of longitudinal relations (2011)Self-concept and academic ach…Handbook of Self-Regulation of Learning and Performance (2011)Handbook of Self-Regulation o…Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards (2010)Enhancing students’ self-regu…Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level (2008)Components of fostering self-…“I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics (2008)“I would rather die”: reasons…Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value (2006)Gender and course selection i…Academic Self-Concept and Self-Efficacy: How Different Are They Really? (2003)Academic Self-Concept and Sel…Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains. (2002)Children's competence and val…Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions (2001)Role of Self-Efficacy and Tas…Gender and the Career Choice Process: The Role of Biased Self‐Assessments (2001)Gender and the Career Choice …Does Interest Matter? The Relationship between Academic Interest and Achievement in Mathematics (2001)Does Interest Matter? The Rel…Attaining Self-Regulation (2000)Attaining Self-RegulationSelf-Efficacy: The Exercise of Control (1999)Self-Efficacy: The Exercise o…Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students (1999)Self-Efficacy, Motivation Con…Inherent details in self-regulated learning (1995)Inherent details in self-regu…Feedback and Self-Regulated Learning: A Theoretical Synthesis (1995)Feedback and Self-Regulated L…Behind the “Success Story”: Exploring the Experiences of a Woman Mathematics Major (2018)Behind the “Success Story”: E…Keeping Track: How Schools Structure Inequality. (1986)What Matters in College? Four Critical Years Revisited. (1994)Stereotype Threat and Women's Math Performance (1999)Unpacking the Gender System (2004)Getting a Job: Is There a Motherhood Penalty? (2007)Why are some STEM fields more gender balanced than others? 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(2007)Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions (2008)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)Mind in Society: The Development of Higher Psychological Processes (1978)Statistical Methods for Meta-Analysis (1988)Practical Meta-Analysis (2000)Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2009)State of the art – teacher effectiveness and professional learning (2014)Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Efficacy of the Theory of Planned Behaviour: A meta‐analytic review (2001)Social Cognitive Theory: An Agentic Perspective (2001)New Frontiers: Regulating Learning in CSCL (2013)Motivation and social cognitive theory (2019)
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References

  • 1999Self-Efficacy: The Exercise of Control46,779 cited
  • 2000Attaining Self-Regulation6,046 cited
  • 1995Feedback and Self-Regulated Learning: A Theoretical Synthesis3,321 cited
  • 2011Handbook of Self-Regulation of Learning and Performance2,125 cited
  • 2003Academic Self-Concept and Self-Efficacy: How Different Are They Really?1,994 cited
  • 2001Gender and the Career Choice Process: The Role of Biased Self‐Assessments1,320 cited
  • 2008Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level1,085 cited
  • 2002Children's competence and value beliefs from childhood through adolescence: Growth trajectories in two male-sex-typed domains.1,050 cited
  • 1999Self-Efficacy, Motivation Constructs, and Mathematics Performance of Entering Middle School Students871 cited
  • 1995Inherent details in self-regulated learning729 cited
  • 2011Self-concept and academic achievement: A meta-analysis of longitudinal relations558 cited
  • 2001Does Interest Matter? The Relationship between Academic Interest and Achievement in Mathematics527 cited
  • 2001Role of Self-Efficacy and Task-Value in Predicting College Students' Course Performance and Future Enrollment Intentions478 cited
  • 2006Gender and course selection in upper secondary education: Effects of academic self-concept and intrinsic value

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316 cited
  • 2008“I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics274 cited
  • 2010Enhancing students’ self-regulation and mathematics performance: the influence of feedback and self-evaluative standards236 cited
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    • 2018Behind the “Success Story”: Exploring the Experiences of a Woman Mathematics Major11 cited