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Learning and studying strategies used by general chemistry students with different affective characteristics
16 references·1 citing·45 second hop
Learning and studying strategies used by general chemistry students with different affective characteristics (2016)Learning and studying strategies used by …Effect of Teaching Metacognitive Learning Strategies on Performance in General Chemistry Courses (2013)Effect of Teaching Metacognit…Writing About Testing Worries Boosts Exam Performance in the Classroom (2011)Writing About Testing Worries…Refinement of a Chemistry Attitude Measure for College Students (2011)Refinement of a Chemistry Att…Attitude toward Chemistry: A Semantic Differential Instrument for Assessing Curriculum Impacts (2008)Attitude toward Chemistry: A …Skill and will: The role of motivation and cognition in the learning of college chemistry (2003)Skill and will: The role of m…Contributions of Study Skills to Academic Competence (2002)Contributions of Study Skills…Academic studing and the development of personal skill: A self-regulatory perspective (1998)Academic studing and the deve…Cultural Differences in the Use of Strategies for Self-Regulated Learning (1996)Cultural Differences in the U…Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures (1992)Comparison of Self-Questionin…Motivational and self-regulated learning components of classroom academic performance. (1990)Motivational and self-regulat…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Effort and Reward: The Assumption That College Grades are Affected by Quantity of Study (1985)Effort and Reward: The Assump…Human Characteristics and School Learning (1979)Human Characteristics and Sch…The Discovery of Grounded Theory: Strategies for Qualitative Research. (1968)The Discovery of Grounded The…Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain (1956)Taxonomy of Educational Objec…Testing a reciprocal causation model between anxiety, enjoyment and academic performance in postsecondary organic chemistry (2018)Testing a reciprocal causatio…A social-cognitive approach to motivation and personality. 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References

  • 1968The Discovery of Grounded Theory: Strategies for Qualitative Research.46,361 cited
  • 1956Taxonomy of Educational Objectives: The Classification of Educational Goals, Handbook I: Cognitive Domain9,342 cited
  • 1990Motivational and self-regulated learning components of classroom academic performance.8,318 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1979Human Characteristics and School Learning1,728 cited
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  • 1998Academic studing and the development of personal skill: A self-regulatory perspective845 cited
  • 2003Skill and will: The role of motivation and cognition in the learning of college chemistry510 cited
  • 2011Writing About Testing Worries Boosts Exam Performance in the Classroom433 cited
  • 1992Comparison of Self-Questioning, Summarizing, and Notetaking-Review as Strategies for Learning From Lectures366 cited
  • 2002Contributions of Study Skills to Academic Competence289 cited
  • 2013Effect of Teaching Metacognitive Learning Strategies on Performance in General Chemistry Courses215 cited
  • 1985Effort and Reward: The Assumption That College Grades are Affected by Quantity of Study200 cited
  • 1996Cultural Differences in the Use of Strategies for Self-Regulated Learning

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177 cited
  • 2008Attitude toward Chemistry: A Semantic Differential Instrument for Assessing Curriculum Impacts175 cited
  • 2011Refinement of a Chemistry Attitude Measure for College Students170 cited
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    • 2018Testing a reciprocal causation model between anxiety, enjoyment and academic performance in postsecondary organic chemistry49 cited