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Enhancing students’ performance in traditional education: Implications from the expert performance approach and deliberate practice.
16 references·1 citing·41 second hop
Enhancing students’ performance in traditional education: Implications from the expert performance approach and deliberate practice. (2011)Enhancing students’ performance in tradit…Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Investigating Self-Regulation…Grit: Perseverance and passion for long-term goals. (2007)Grit: Perseverance and passio…The Cambridge Handbook of Expertise and Expert Performance (2006)The Cambridge Handbook of Exp…Human cognitive abilities a survey of factor-analytic studies (2004)Human cognitive abilities a s…The g factor: the science of mental ability (1998)The g factor: the science of …Intelligence: Knowns and unknowns. (1996)Intelligence: Knowns and unkn…Long-term working memory. (1995)Long-term working memory.The role of deliberate practice in the acquisition of expert performance. (1993)The role of deliberate practi…Multiple intelligences: the theory in practice (1993)Multiple intelligences: the t…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…Educational measurement, 3rd ed. (1989)Educational measurement, 3rd …Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. (1981)Cultivating competence, self-…Categorization and Representation of Physics Problems by Experts and Novices* (1981)Categorization and Representa…Principles of behavior modification (1969)Principles of behavior modifi…ASPECTS OF THE THEORY OF SYNTAX (1964)ASPECTS OF THE THEORY OF SYNT…"General Intelligence," Objectively Determined and Measured (1904)"General Intelligence," Objec…The influence of deliberate practice on musical achievement: a meta-analysis (2014)The influence of deliberate p…Individual differences in working memory and reading (1980)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Exploring the Central Executive (1996)Models of Working Memory: Mechanisms of Active Maintenance and Executive Control (1999)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Perception in chess (1973)Misconceptions Reconceived: A Constructivist Analysis of Knowledge in Transition (1994)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Problem-Based Learning: What and How Do Students Learn? (2004)Cognitive Processes in Comprehension (2013)Theoretical Issues in Reading Comprehension (2017)Attaining Self-Regulation (2000)Handbook of Self-Regulation (2000)The Power of Feedback (2007)Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011)Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review (2015)Handbook of Self-Regulation of Learning and Performance (2017)Generalized expectancies for internal versus external control of reinforcement. (1966)Self-efficacy: Toward a unifying theory of behavioral change (1978)THE BIG FIVE PERSONALITY DIMENSIONS AND JOB PERFORMANCE: A META‐ANALYSIS (1991)Development and Validation of the Short Grit Scale (Grit–S) (2009)Hard evidence on soft skills (2012)Much ado about grit: A meta-analytic synthesis of the grit literature. (2016)Conditions of Learning (1965)Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language (1989)Flow: the psychology of optimal experience (1990)EXPERT AND EXCEPTIONAL PERFORMANCE: Evidence of Maximal Adaptation to Task Constraints (1996)Child Development and Emergent Literacy (1998)Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis. (1973)Social Exchange Theory (1976)Toward a Theory of Intrinsically Motivating Instruction* (1981)Expert performance: Its structure and acquisition. (1994)Emotional intelligence meets traditional standards for an intelligence (1999)The effects of leader and follower emotional intelligence on performance and attitude (2002)Working memory, short-term memory, and general fluid intelligence: A latent-variable approach. (1999)Norm theory: Comparing reality to its alternatives. (1986)Working memory span tasks: A methodological review and user’s guide (2005)Evidence for a Collective Intelligence Factor in the Performance of Human Groups (2010)Principles and Practice in Second Language Acquisition (1983)The Faculty of Language: What Is It, Who Has It, and How Did It Evolve? (2002)Mindfulness-Based Interventions in Context: Past, Present, and Future (2003)
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References

  • 1964ASPECTS OF THE THEORY OF SYNTAX13,580 cited
  • 1993The role of deliberate practice in the acquisition of expert performance.9,542 cited
  • 2007Grit: Perseverance and passion for long-term goals.6,906 cited
  • 1904"General Intelligence," Objectively Determined and Measured6,205 cited
  • 1981Categorization and Representation of Physics Problems by Experts and Novices*5,238 cited
  • 1969Principles of behavior modification4,623 cited
  • 1993Multiple intelligences: the theory in practice3,788 cited
  • 2008Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects3,732 cited
  • 1995Long-term working memory.3,496 cited
  • 2004Human cognitive abilities a survey of factor-analytic studies3,393 cited
  • 2006The Cambridge Handbook of Expertise and Expert Performance3,157 cited
  • 1996Intelligence: Knowns and unknowns.2,913 cited
  • 1989Educational measurement, 3rd ed.2,851 cited
  • 1998The g factor: the science of mental ability2,746 cited
  • 1981Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.2,673 cited

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1989
Self-explanations: How students study and use examples in learning to solve problems
2,286 cited

Cited by

  • 2014The influence of deliberate practice on musical achievement: a meta-analysis152 cited