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Intraindividual Differences in Motivation and Cognition in Students With and Without Learning Disabilities

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2007Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis.737 cited

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2000The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study.190 cited

2002A Question of Calibration: A Review of the Self-Efficacy Beliefs of Students with Learning Disabilities186 cited

2009Cognitive Self-Regulation in Youth With and Without Learning Disabilities: Academic Self-Efficacy, Theories of Intelligence, Learning vs. Performance Goal Preferences, and Effort Attributions168 cited

2013Understanding how children's engagement and teachers' interactions combine to predict school readiness165 cited

2017Toward a Dynamic, Multidimensional Research Framework for Strategic Processing132 cited

2002Developmental dynamics of achievement strategies, reading performance, and parental beliefs123 cited

2003The Differential Impact of Academic Self-Regulatory Methods on Academic Achievement Among University Students With and Without Learning Disabilities122 cited

2006The Affective Domain in Mathematics Learning114 cited

2007Self-Efficacy From the Perspective of Adolescents With LD and Their Specialist Teachers105 cited

2003Matthew effects in children with learning disabilities: Development of reading, IQ, and psychosocial problems from grade 2 to grade 898 cited

2006Contrasting the Effectiveness of Fluency Interventions for Students with or at Risk for Learning Disabilities: A Multilevel Random Coefficient Modeling Meta–Analysis98 cited