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Parents' role in the academic motivation of students with gifts and talents
16 references·1 citing·34 second hop
Parents' role in the academic motivation of students with gifts and talents (2012)Parents' role in the academic motivation …Handbook of Competence and Motivation (2013)Handbook of Competence and Mo…Handbook of Motivation at School (2009)Handbook of Motivation at Sch…Autonomy, competence, and relatedness in the classroom (2009)Autonomy, competence, and rel…Mindset: the new psychology of success (2006)Mindset: the new psychology o…Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts. (2004)Motivating Learning, Performa…Sense of relatedness as a factor in children's academic engagement and performance. (2003)Sense of relatedness as a fac…A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. (2003)A Motivational Science Perspe…Motivational Beliefs, Values, and Goals (2002)Motivational Beliefs, Values,…Social Cognitive Theory: An Agentic Perspective (2001)Social Cognitive Theory: An A…The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior (2000)The "What" and "Why" of Goal …Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Self-determination theory and…Self-theories: Their Role in Motivation, Personality, and Development (1999)Self-theories: Their Role in …Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation (1997)Toward A Hierarchical Model o…A social-cognitive approach to motivation and personality. (1988)A social-cognitive approach t…Developing Talent in Young People (1985)Developing Talent in Young Pe…EFFECTS OF AUTHORITATIVE PARENTAL CONTROL ON CHILD BEHAVIOR (1966)EFFECTS OF AUTHORITATIVE PARE…Educational Responses to Students With High Abilities From the Parental Perspective (2019)Educational Responses to Stud…The need to belong: Desire for interpersonal attachments as a fundamental human motivation. (1995)Self-Efficacy: The Exercise of Control (1999)A Motivational Perspective on Engagement and Disaffection (2008)Motivation and cognitive load in the flipped classroom: definition, rationale and a call for research (2014)A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017)Generalized expectancies for internal versus external control of reinforcement. (1966)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Do Psychosocial and Study Skill Factors Predict College Outcomes? A Meta-Analysis. (2004)Personality and Coping (2009)Psychological correlates of university students' academic performance: A systematic review and meta-analysis. (2012)Self-efficacy: Toward a unifying theory of behavioral change. (1977)On Happiness and Human Potentials: A Review of Research on Hedonic and Eudaimonic Well-Being (2001)Self‐determination theory and work motivation (2005)The Principles of Psychology (1891)User Acceptance of Information Technology: Toward A Unified View1 (2003)Identity and the life cycle (1959)Learned helplessness in humans: Critique and reformulation. (1978)The role of deliberate practice in the acquisition of expert performance. (1993)School Engagement: Potential of the Concept, State of the Evidence (2004)The Constitution of Society. Outline of the Theory of Structuration (1984)Perceived Self-Efficacy in Cognitive Development and Functioning (1993)Health Promotion by Social Cognitive Means (2004)Authentic leadership development: Getting to the root of positive forms of leadership (2005)Mechanisms Linking Social Ties and Support to Physical and Mental Health (2011)Society and the Adolescent Self-Image (1965)Positive psychology: An introduction. (2000)The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. (2001)The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2008)TOWARD A THEORY OF PARADOX: A DYNAMIC EQUILIBRIUM MODEL OF ORGANIZING. (2011)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (2011)Implications for educational practice of the science of learning and development (2019)Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020)Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice (2006)
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References

  • 2000Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.54,579 cited
  • 2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior40,930 cited
  • 2001Social Cognitive Theory: An Agentic Perspective17,153 cited
  • 1988A social-cognitive approach to motivation and personality.10,256 cited
  • 2002Motivational Beliefs, Values, and Goals8,636 cited
  • 2006Mindset: the new psychology of success7,847 cited
  • 1999Self-theories: Their Role in Motivation, Personality, and Development6,308 cited
  • 2013Handbook of Competence and Motivation4,686 cited
  • 2003A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts.3,447 cited
  • 1997Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation3,444 cited
  • 1966EFFECTS OF AUTHORITATIVE PARENTAL CONTROL ON CHILD BEHAVIOR3,286 cited
  • 2009Autonomy, competence, and relatedness in the classroom3,210 cited
  • 2003Sense of relatedness as a factor in children's academic engagement and performance.2,999 cited
  • 2009Handbook of Motivation at School2,516 cited
  • 2004Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts.

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1,939 cited
  • 1985Developing Talent in Young People1,704 cited
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    • 2019Educational Responses to Students With High Abilities From the Parental Perspective31 cited