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Achievement perspectives and perceived ability: how far do interactions generalize in youth sport?
16 references·0 citing·25 second hop
Achievement perspectives and perceived ability: how far do interactions generalize in youth sport? (2003)Achievement perspectives and perceived ab…Methods of Meta-Analysis (2004)Methods of Meta-AnalysisA 2 × 2 achievement goal framework. (2001)A 2 × 2 achievement goal fram…Self-theories: Their Role in Motivation, Personality, and Development (1999)Self-theories: Their Role in …Approach and avoidance motivation and achievement goals (1999)Approach and avoidance motiva…A hierarchical model of approach and avoidance achievement motivation. (1997)A hierarchical model of appro…Classrooms: Goals, structures, and student motivation. (1992)Classrooms: Goals, structures…The competitive ethos and democratic education (1989)The competitive ethos and dem…Psychometric Properties of the Intrinsic Motivation Inventory in a Competitive Sport Setting: A Confirmatory Factor Analysis (1989)Psychometric Properties of th…Intrinsic Motivation and Self-Determination in Human Behavior (1988)Intrinsic Motivation and Self…Goals: An approach to motivation and achievement. (1988)Goals: An approach to motivat…Achievement goals in the classroom: Students' learning strategies and motivation processes. (1988)Achievement goals in the clas…A social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Motivational processes affecting learning. (1986)Motivational processes affect…Intrinsic Motivation and Self-Determination in Human Behavior (1985)Intrinsic Motivation and Self…Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. (1984)Achievement motivation: Conce…Motivational determinants of risk-taking behavior. (1957)Motivational determinants of …Principles of Behavior (1944)Pygmalion in the classroom (1968)The psychology of sex differences (1975)Assessment and Classroom Learning (1998)Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. (2002)Manual for the State-Trait Anxiety Inventory (1970)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)Power, approach, and inhibition. (2003)Beyond boredom and anxiety (1975)Learned helplessness in humans: Critique and reformulation. (1978)Self-efficacy: Toward a unifying theory of behavioral change (1978)Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions (2000)Motivational and self-regulated learning components of classroom academic performance. (1990)School Engagement: Potential of the Concept, State of the Evidence (2004)Tests for comparing elements of a correlation matrix. (1980)Self-efficacy mechanism in human agency. (1982)Significance tests and goodness of fit in the analysis of covariance structures. (1980)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Identity and the life cycle (1959)Generalized expectancies for internal versus external control of reinforcement. (1966)The role of deliberate practice in the acquisition of expert performance. (1993)The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)Motivational Beliefs, Values, and Goals (2002)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)
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References

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2,883 cited
  • 1989The competitive ethos and democratic education2,795 cited
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