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Metacognitive knowledge of effort, personality factors, and mood state: their relationships with effort-related metacognitive experiences
16 references·10 citing·50 second hop
Metacognitive knowledge of effort, personality factors, and mood state: their relationships with effort-related metacognitive experiences (2006)Metacognitive knowledge of effort, person…Effects of mood on students' metacognitive experiences (2005)Effects of mood on students' …Achievement goals as predictors of achievement-relevant processes prior to task engagement. (2002)Achievement goals as predicto…Trends and Prospects in Motivation Research (2001)Trends and Prospects in Motiv…Achievement goals and optimal motivation: Testing multiple goal models. (2001)Achievement goals and optimal…Academic Self-Handicapping: What We Know, What More There is to Learn (2001)Academic Self-Handicapping: W…An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research (2000)An Achievement Goal Theory Pe…Dual-process theories in social psychology (1999)Dual-process theories in soci…The Development and Validation of Scales Assessing Students' Achievement Goal Orientations (1998)The Development and Validatio…Consciousness and metacognition. (1996)Consciousness and metacogniti…Handbook of Emotions (1993)Handbook of EmotionsClassrooms: Goals, structures, and student motivation. (1992)Classrooms: Goals, structures…The Intensity of Motivation (1989)The Intensity of MotivationA social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. (1984)Achievement motivation: Conce…Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. (1979)Metacognition and cognitive m…The Development of the Concepts of Effort and Ability, Perception of Academic Attainment, and the Understanding That Difficult Tasks Require More Ability (1978)The Development of the Concep…Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations (2022)Exploring the connection betw…Transfer of Self-Leadership Skills Within the Dutch Police: a Three-Wave Study (2021)Transfer of Self-Leadership S…The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology (2021)The pivotal role of monitorin…An eye tracking study: positive emotional interface design facilitates learning outcomes in multimedia learning? (2021)An eye tracking study: positi…The effects of emotional design on middle school students’ multimedia learning: the role of learners’ prior knowledge (2020)The effects of emotional desi…More Attractive or More Interactive? The Effects of Multi-Leveled Emotional Design on Middle School Students’ Multimedia Learning (2020)More Attractive or More Inter…Cognitive Offloading: Structuring the Environment to Improve Children's Working Memory Task Performance (2019)Cognitive Offloading: Structu…Gifted students and self-regulated learning: The MASRL model and its implications for SRL (2018)Gifted students and self-regu…On the Determinants of Effort (2017)On the Determinants of EffortCognitive Interruption as an Object of Metacognitive Monitoring: Feeling of Difficulty and Surprise (2010)Cognitive Interruption as an …The Handbook of Social Psychology (1969)Flow: the psychology of optimal experience (1990)A latent profile analysis of college students’ achievement goal orientation (2006)The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. (2008)Enhancing interest and performance with a utility value intervention. 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this work references cited by second hop

References

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  • 1988A social-cognitive approach to motivation and personality.9,633 cited
  • 1992Classrooms: Goals, structures, and student motivation.6,461 cited
  • 1999Dual-process theories in social psychology6,102 cited
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  • 1993Handbook of Emotions3,271 cited
  • 1989The Intensity of Motivation1,290 cited
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  • 1978The Development of the Concepts of Effort and Ability, Perception of Academic Attainment, and the Understanding That Difficult Tasks Require More Ability923 cited
  • 2001Achievement goals and optimal motivation: Testing multiple goal models.897 cited
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  • 1998The Development and Validation of Scales Assessing Students' Achievement Goal Orientations809 cited
  • 2002Achievement goals as predictors of achievement-relevant processes prior to task engagement.430 cited
  • 2001Trends and Prospects in Motivation Research376 cited
  • 2001

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Academic Self-Handicapping: What We Know, What More There is to Learn
316 cited
  • 2005Effects of mood on students' metacognitive experiences193 cited
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    • 2021The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology37 cited
    • 2022Exploring the connection between task difficulty, task perceptions, physiological arousal and learning outcomes in collaborative learning situations31 cited
    • 2021Transfer of Self-Leadership Skills Within the Dutch Police: a Three-Wave Study4 cited
    • 2017On the Determinants of Effort0 cited