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Investigating the Role of Task Value, Surface/Deep Learning Strategies, and Higher Order Thinking in Predicting Self-regulation and Language Achievement
16 references·0 citing·36 second hop
Investigating the Role of Task Value, Surface/Deep Learning Strategies, and Higher Order Thinking in Predicting Self-regulation and Language Achievement (2018)Investigating the Role of Task Value, Sur…What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. (2013)What makes a good student? Ho…Psychological correlates of university students' academic performance: A systematic review and meta-analysis. (2012)Psychological correlates of u…PLS-SEM: Indeed a Silver Bullet (2011)PLS-SEM: Indeed a Silver Bull…Handbook of Self-Regulation of Learning and Performance (2011)Handbook of Self-Regulation o…Using PLS Path Modeling for Assessing Hierarchical Construct Models: Guidelines and Empirical Illustration1 (2009)Using PLS Path Modeling for A…Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning (2006)Promoting Self-Regulation in …School Engagement: Potential of the Concept, State of the Evidence (2004)School Engagement: Potential …Motivational Beliefs, Values, and Goals (2002)Motivational Beliefs, Values,…Expectancy–Value Theory of Achievement Motivation (2000)Expectancy–Value Theory of Ac…Attaining self-regulation : a social cognitive perspective (2000)Attaining self-regulation : a…The role of motivation in promoting and sustaining self-regulated learning (1999)The role of motivation in pro…Teaching critical thinking for transfer across domains. (1998)Teaching critical thinking fo…Motivation in Education: Theory, Research, and Applications (1995)Motivation in Education: Theo…Classrooms: Goals, structures, and student motivation. (1992)Classrooms: Goals, structures…A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). (1991)A Manual for the Use of the M…Expectancies, values and academic behaviors (1983)Expectancies, values and acad…Self-Efficacy: The Exercise of Control (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)Measuring inconsistency in meta-analyses (2003)Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review (2015)Effect size guidelines for individual differences researchers (2016)A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017)Evaluating Structural Equation Models with Unobservable Variables and Measurement Error (1981)On the Evaluation of Structural Equation Models (1988)Structural equation modeling in practice: A review and recommended two-step approach. (1988)A new criterion for assessing discriminant validity in variance-based structural equation modeling (2014)Partial least squares structural equation modeling (PLS-SEM) (2014)When to use and how to report the results of PLS-SEM (2018)A social-cognitive approach to motivation and personality. (1988)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Motivational and self-regulated learning components of classroom academic performance. (1990)Assessment and Classroom Learning (1998)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)The theory of planned behavior (1991)A power primer. (1992)An assessment of the use of partial least squares structural equation modeling in marketing research (2011)Partial Least Squares Structural Equation Modeling: Rigorous Applications, Better Results and Higher Acceptance (2013)Self-efficacy: the exercise of control (1997)The Four-Phase Model of Interest Development (2006)Foundations of Game-Based Learning (2015)From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation (2020)The need to belong: Desire for interpersonal attachments as a fundamental human motivation. (1995)Customer Engagement (2011)The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014)Teaching For Quality Learning At University (1999)Attaining Self-Regulation (2000)A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students (2004)Handbook of Motivation at School (2009)Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ) (2010)
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References

  • 2011PLS-SEM: Indeed a Silver Bullet22,692 cited
  • 2004School Engagement: Potential of the Concept, State of the Evidence15,364 cited
  • 2002Motivational Beliefs, Values, and Goals8,636 cited
  • 2000Expectancy–Value Theory of Achievement Motivation8,311 cited
  • 1992Classrooms: Goals, structures, and student motivation.6,881 cited
  • 1995Motivation in Education: Theory, Research, and Applications5,748 cited
  • 2009Using PLS Path Modeling for Assessing Hierarchical Construct Models: Guidelines and Empirical Illustration15,044 cited
  • 2012Psychological correlates of university students' academic performance: A systematic review and meta-analysis.4,270 cited
  • 1983Expectancies, values and academic behaviors3,902 cited
  • 1991A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ).3,259 cited
  • 2011Handbook of Self-Regulation of Learning and Performance2,276 cited
  • 1999The role of motivation in promoting and sustaining self-regulated learning2,113 cited
  • 1998Teaching critical thinking for transfer across domains.1,926 cited
  • 2006Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning1,744 cited
  • 2000Attaining self-regulation : a social cognitive perspective

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  • 2013What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.1,206 cited
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