-
1
-
-
0017891311
-
Learned helplessness in hu mans: Critique and reformulation
-
Abramson, L. Y., Seligman, M. E. P. & Teasdale, J. D. (1978). Learned helplessness in hu mans: Critique and reformulation. Journal of Abnormal Psychology, 87, 47-74.
-
(1978)
Journal of Abnormal Psychology
, vol.87
, pp. 47-74
-
-
Abramson, L.Y.1
Seligman, M.E.P.2
Teasdale, J.D.3
-
2
-
-
33845495853
-
Emotional approach and problem-focused coping: A comparison of potentially adaptive strategies
-
DOI 10.1080/02699930600562276, PII N241L3302245178L
-
Baker, J. P. & Berenbaum, H. (2007). Emotional approach and problem-focused coping: A comparison of potentially adaptive strategies. Cognition & Emotion, 21, 95-118. (Pubitemid 44911860)
-
(2007)
Cognition and Emotion
, vol.21
, Issue.1
, pp. 95-118
-
-
Baker, J.P.1
Berenbaum, H.2
-
3
-
-
0042006220
-
Self-regulated learning: Where we are today
-
DOI 10.1016/S0883-0355(99)00014-2, PII S0883035599000142
-
Boekaerts, M. (1999). Self-regulated learning: Where we are today. International Journal of Educational Research, 31, 445-457. (Pubitemid 41167990)
-
(1999)
International Journal of Educational Research
, vol.31
, Issue.6
, pp. 445-457
-
-
Boekaerts, M.1
-
5
-
-
0001318924
-
Risk taking: Theoretical, empirical, and educational considerations
-
Clifford, M. (1991). Risk taking: Theoretical, empirical, and educational considerations. Educational Psychologist, 26, 263-297.
-
(1991)
Educational Psychologist
, vol.26
, pp. 263-297
-
-
Clifford, M.1
-
6
-
-
0001669837
-
An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure
-
Diener, C. I. & Dweck, C. S. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462.
-
(1978)
Journal of Personality and Social Psychology
, vol.36
, pp. 451-462
-
-
Diener, C.I.1
Dweck, C.S.2
-
9
-
-
84886010233
-
Motivation
-
In T. Götz (Hrsg.), (Lehrbuchreihe Standardwissen Lehramt). Paderborn: Schöningh/UTB
-
Dresel, M. & Lämmle, L. (2011). Motivation. In T. Götz (Hrsg.), Emotion, Motivation und selbstreguliertes Lernen (Lehrbuchreihe Standardwissen Lehramt, S. 79-142). Paderborn: Schöningh/UTB.
-
(2011)
Emotion, Motivation und Selbstreguliertes Lernen
, pp. 79-142
-
-
Dresel, M.1
Lämmle, L.2
-
11
-
-
27744528621
-
Nothing more than dimensions? Evidence for a surplus meaning of specific attributions
-
Dresel, M., Schober, B. & Ziegler, A. (2005). Nothing more than dimensions? Evidence for a surplus meaning of specific attributions. Journal of Educational Research, 99, 31-44. (Pubitemid 41595634)
-
(2005)
Journal of Educational Research
, vol.99
, Issue.1
, pp. 31-44
-
-
Dresel, M.1
Schober, B.2
Ziegler, A.3
-
13
-
-
58149372679
-
A social-cognitive approach to motivation and personality
-
Dweck, C. S. & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
-
(1988)
Psychological Review
, vol.95
, pp. 256-273
-
-
Dweck, C.S.1
Leggett, E.L.2
-
14
-
-
33747090611
-
Self-theories: Their impact on competence motivation and acquisition
-
In A. J. Elliot & C. S. Dweck (Eds.), New York, NY: Guilford Press
-
Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (S. 122-140). New York, NY: Guilford Press.
-
(2005)
Handbook of Competence and Motivation
, pp. 122-140
-
-
Dweck, C.S.1
Molden, D.C.2
-
15
-
-
0036407793
-
Motivational beliefs, values and goals
-
Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values and goals. Annual Review of Psychology, 53, 109-132.
-
(2002)
Annual Review of Psychology
, vol.53
, pp. 109-132
-
-
Eccles, J.S.1
Wigfield, A.2
-
17
-
-
77649185818
-
An attributional approach to motivation in school
-
In K. R. Wentzel & A. Wigfield (Eds.), New York, NY: Routledge
-
Graham, S. & Williams, C. (2009). An attributional approach to motivation in school. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (S. 11-33). New York, NY: Routledge.
-
(2009)
Handbook of Motivation at School
, pp. 11-33
-
-
Graham, S.1
Williams, C.2
-
18
-
-
0017833539
-
Effectance motivation reconsidered: Toward a developmental model
-
Harter, S. (1978). Effectance motivation reconsidered: Toward a developmental model. Human Development, 21, 34-64. (Pubitemid 8252104)
-
(1978)
Human Development
, vol.21
, Issue.1
, pp. 34-64
-
-
Harter, S.1
-
19
-
-
84885983926
-
Lernen aus Fehlern
-
In C. Spiel, R. Reimann, B. Schober & P. Wagner (Hrsg.), Göttingen: Hogrefe
-
Hascher, T. & Hagenauer, G. (2010). Lernen aus Fehlern. In C. Spiel, R. Reimann, B. Schober & P. Wagner (Hrsg.), Bildungspsychologie (S. 377-381). Göttingen: Hogrefe.
-
(2010)
Bildungspsychologie
, pp. 377-381
-
-
Hascher, T.1
Hagenauer, G.2
-
20
-
-
84886036977
-
Metakognition und selbstreguliertes Lernen
-
In W. Schneider & M. Hasselhorn (Hrsg.), Göttingen: Hogrefe
-
Hasselhorn, M. & Labuhn, A. S. (2008). Metakognition und selbstreguliertes Lernen. In W. Schneider & M. Hasselhorn (Hrsg.), Handbuch der Pädagogischen Psychologie (S. 28-37). Göttingen: Hogrefe.
-
(2008)
Handbuch der Pädagogischen Psychologie
, pp. 28-37
-
-
Hasselhorn, M.1
Labuhn, A.S.2
-
21
-
-
84886047894
-
Selbstreguliertes Lernen mit einer Mathematik lernsoftware: Einsatz metakognitiver Strategien und motivationale Prädiktoren
-
Haugwitz, M. & Dresel, M. (2007). Selbstreguliertes Lernen mit einer Mathematik lernsoftware: Einsatz metakognitiver Strategien und motivationale Prädiktoren. Zeitschrift für Medienpsychologie, 19, 90-104.
-
(2007)
Zeitschrift für Medienpsychologie
, vol.19
, pp. 90-104
-
-
Haugwitz, M.1
Dresel, M.2
-
22
-
-
0000515289
-
Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition
-
Kanfer, R. & Ackerman, P. L. (1989). Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition. Journal of Applied Psychology, 74, 657-690.
-
(1989)
Journal of Applied Psychology
, vol.74
, pp. 657-690
-
-
Kanfer, R.1
Ackerman, P.L.2
-
23
-
-
24944442623
-
Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects
-
DOI 10.1037/0021-9010.90.4.677
-
Keith, N. & Frese, M. (2005). Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects. Journal of Applied Psychology, 90, 677-691. (Pubitemid 41304793)
-
(2005)
Journal of Applied Psychology
, vol.90
, Issue.4
, pp. 677-691
-
-
Keith, N.1
Frese, M.2
-
24
-
-
38949141973
-
Effectiveness of error management training: A meta-analysis
-
Keith, N. & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 93, 59-69.
-
(2008)
Journal of Applied Psychology
, vol.93
, pp. 59-69
-
-
Keith, N.1
Frese, M.2
-
27
-
-
85035930668
-
A comparison of methods to test mediation and other intervening variable effects
-
MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G. & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7, 83-104.
-
(2002)
Psychological Methods
, vol.7
, pp. 83-104
-
-
MacKinnon, D.P.1
Lockwood, C.M.2
Hoffman, J.M.3
West, S.G.4
Sheets, V.5
-
28
-
-
0000129652
-
Enhancing student motivation: A school-wide approach
-
Maehr, M. L. & Midgley, C. (1991). Enhancing student motivation: A school-wide approach. Educational Psychologist, 26, 399-427.
-
(1991)
Educational Psychologist
, vol.26
, pp. 399-427
-
-
Maehr, M.L.1
Midgley, C.2
-
29
-
-
77649190543
-
Achievement goal theory: The past, present, and future
-
In K. R. Wentzel & A. Wigfield (Eds.), New York, NY: Routledge
-
Maehr, M. L. & Zusho, A. (2009). Achievement goal theory: The past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (S. 77-104). New York, NY: Routledge.
-
(2009)
Handbook of Motivation at School
, pp. 77-104
-
-
Maehr, M.L.1
Zusho, A.2
-
30
-
-
84949696913
-
Self-concept: Its multifaceted, hierarchical structure
-
Marsh, H. W. & Shavelson, R. (1985). Self-concept: Its multifaceted, hierarchical structure. Educational Psychologist, 20, 107-123.
-
(1985)
Educational Psychologist
, vol.20
, pp. 107-123
-
-
Marsh, H.W.1
Shavelson, R.2
-
31
-
-
0035584991
-
Performanceapproach goals: Good for what, for whom, under what circumstances, and at what cost?
-
Midgley, C., Kaplan, A. & Middleton, M. (2001). Performanceapproach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology, 93, 77-86.
-
(2001)
Journal of Educational Psychology
, vol.93
, pp. 77-86
-
-
Midgley, C.1
Kaplan, A.2
Middleton, M.3
-
32
-
-
0004247509
-
-
Computer Software, Version 6]. Los Angeles, CA: Muthén & Muthén
-
Muthén, L. K. & Muthén, B. O. (2010). Mplus [Computer Software, Version 6]. Los Angeles, CA: Muthén & Muthén.
-
(2010)
Mplus
-
-
Muthén, L.K.1
Muthén, B.O.2
-
35
-
-
12744272198
-
Missing data in educational research: A review of reporting practices and suggestions for improvement
-
Peugh, J. L. & Enders, C. K. (2004). Missing data in educational research: A review of reporting practices and suggestions for improvement. Review of Educational Research, 74, 525-556.
-
(2004)
Review of Educational Research
, vol.74
, pp. 525-556
-
-
Peugh, J.L.1
Enders, C.K.2
-
36
-
-
0002627672
-
Explanatory style in classroom and on the playing field
-
In S. Graham & V. S. Folkes (Eds.), Hillsdale, NJ: Lawrence Erlbaum Associates
-
Peterson, C. (1990). Explanatory style in classroom and on the playing field. In S. Graham & V. S. Folkes (Eds.), Attribution theory: Applications to achievement, mental health and interpersonal conflict (S. 53-75). Hillsdale, NJ: Lawrence Erlbaum Associates.
-
(1990)
Attribution Theory: Applications to Achievement, Mental Health and Interpersonal Conflict
, pp. 53-75
-
-
Peterson, C.1
-
37
-
-
0001807899
-
An achievement goal theory perspective on issues in motivation ter minology, theory and research
-
Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation ter minology, theory and research. Contemporary Educational Psychology, 25, 92-104.
-
(2000)
Contemporary Educational Psychology
, vol.25
, pp. 92-104
-
-
Pintrich, P.R.1
-
38
-
-
0141907688
-
Common method biases in behavioral research: A critical review of the literature and recommended remedies
-
DOI 10.1037/0021-9010.88.5.879
-
Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y. & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879-903. (Pubitemid 37239703)
-
(2003)
Journal of Applied Psychology
, vol.88
, Issue.5
, pp. 879-903
-
-
Podsakoff, P.M.1
MacKenzie, S.B.2
Lee, J.-Y.3
Podsakoff, N.P.4
-
39
-
-
0033160106
-
Error orientation questionnaire (EOQ): Reliability, validity, and different language equivalence
-
Rybowiak, V., Garst, H., Frese, M. & Batinic, B. (1999). Error orientation questionnaire (EOQ): Reliability, validity, and different language equivalence. Journal of Organizational Behavior, 20, 527-547.
-
(1999)
Journal of Organizational Behavior
, vol.20
, pp. 527-547
-
-
Rybowiak, V.1
Garst, H.2
Frese, M.3
Batinic, B.4
-
41
-
-
0033467080
-
Eine Prozessstudie selbstregulierten Lernverhaltens im Kontext aktueller affektiver und motivationaler Faktoren
-
Schmitz, B. & Wiese, B. S. (1999). Eine Prozessstudie selbstregulierten Lernverhaltens im Kontext aktueller affektiver und motivationaler Faktoren. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 31, 157-170.
-
(1999)
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
, vol.31
, pp. 157-170
-
-
Schmitz, B.1
Wiese, B.S.2
-
42
-
-
0035600748
-
Das Münchner Motivationstraining (MMT): Theoretischer Hintergrund, Förderziele und exemplarische Umsetzung
-
Schober, B. & Ziegler, A. (2001). Das Münchner Motivationstraining (MMT): Theoretischer Hintergrund, Förderziele und exemplarische Umsetzung. Zeitschrift für Pädagogische Psychologie, 15, 166-178.
-
(2001)
Zeitschrift für Pädagogische Psychologie
, vol.15
, pp. 166-178
-
-
Schober, B.1
Ziegler, A.2
-
43
-
-
4243958924
-
-
Göttingen: Hogrefe
-
Schöne, C., Dickhäuser, O., Spinath, B. & Stiensmeier-Pelster, J. (2002). Skalen zur Erfassung des schulischen Selbstkonzepts (SESSKO). Göttingen: Hogrefe.
-
(2002)
Skalen Zur Erfassung des Schulischen Selbstkonzepts (SESSKO
-
-
Schöne, C.1
Dickhäuser, O.2
Spinath, B.3
Stiensmeier-Pelster, J.4
-
45
-
-
0003536295
-
-
Hillsdale, NJ: Lawrence Erlbaum Association
-
Senders, J. W. & Moray, N. P. (1991). Cause, Prediction, and Reduction. Hillsdale, NJ: Lawrence Erlbaum Association.
-
(1991)
Cause, Prediction, and Reduction
-
-
Senders, J.W.1
Moray, N.P.2
-
46
-
-
84981981961
-
Attribution of perceived achievement in school in general and in maths and verbal areas: Relations with academic self-concept and self-esteem
-
Skaalvik, E. M. (1994). Attribution of perceived achievement in school in general and in maths and verbal areas: Relations with academic self-concept and self-esteem. British Journal of Educational Psychology, 64, 133-143.
-
(1994)
British Journal of Educational Psychology
, vol.64
, pp. 133-143
-
-
Skaalvik, E.M.1
-
47
-
-
34249869045
-
Reducing the length of questionnaires through structurally incomplete designs: An illustration
-
Smits, N. & Vorst, H. C. M. (2007). Reducing the length of questionnaires through structurally incomplete designs: An illustration. Learning and Individual Differences, 17, 25-34.
-
(2007)
Learning and Individual Differences
, vol.17
, pp. 25-34
-
-
Smits, N.1
Vorst, H.C.M.2
-
48
-
-
77953264173
-
Klassenprimus bei durchschnittlicher Intelligenz. Overachiever auf dem Gymnasium
-
Sparfeldt, J. R., Buch, S. R. & Rost, D. H. (2010). Klassenprimus bei durchschnittlicher Intelligenz. Overachiever auf dem Gymnasium. Zeitschrift für Pädagogische Psychologie, 24, 147-155.
-
(2010)
Zeitschrift für Pädagogische Psychologie
, vol.24
, pp. 147-155
-
-
Sparfeldt, J.R.1
Buch, S.R.2
Rost, D.H.3
-
49
-
-
7644237407
-
-
Göttingen: Hogrefe
-
Spinath, B., Stiensmeier-Pelster, J., Schöne, C. & Dickhäuser, O. (2002). Skalen zur Erfassung der Lern-und Leistungsmotivation (SELLMO). Göttingen: Hogrefe.
-
(2002)
Skalen Zur Erfassung der Lern-und Leistungsmotivation (SELLMO)
-
-
Spinath, B.1
Stiensmeier-Pelster, J.2
Schöne, C.3
Dickhäuser, O.4
-
50
-
-
84865216857
-
-
Fehlerkultur aus Sicht von Schülerinnen und Schülern. Schriftenreihe zum Projekt «Lernen Menschen aus Fehlern? Zur Entwicklung einer Fehlerkultur in der Schule», Nr. 4. Feiburg, Schweiz: Pädagogisches Institut der Universität Freiburg
-
Spychiger, M., Mahler, F., Hascher, T. & Oser, F. (1998). Fehlerkultur aus Sicht von Schülerinnen und Schülern. Der Fragebogen S-UFS: Entwicklung und erste Ergebnisse. Schriftenreihe zum Projekt «Lernen Menschen aus Fehlern? Zur Entwicklung einer Fehlerkultur in der Schule», Nr. 4. Feiburg, Schweiz: Pädagogisches Institut der Universität Freiburg.
-
(1998)
Der Fragebogen S-UFS: Entwicklung und Erste Ergebnisse
-
-
Spychiger, M.1
Mahler, F.2
Hascher, T.3
Oser, F.4
-
51
-
-
0000957052
-
Tests for comparing elements of a correlation matrix
-
Steiger, J. H. (1980). Tests for comparing elements of a correlation matrix. Psychological Bulletin, 87, 245-251.
-
(1980)
Psychological Bulletin
, vol.87
, pp. 245-251
-
-
Steiger, J.H.1
-
52
-
-
84877135065
-
Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate
-
Steuer, G., Rosentritt-Brunn, G. & Dresel, M. (2013). Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate. Contemporary Educational Psychology, 38, 196-210.
-
(2013)
Contemporary Educational Psychology
, vol.38
, pp. 196-210
-
-
Steuer, G.1
Rosentritt-Brunn, G.2
Dresel, M.3
-
53
-
-
0346123621
-
Attribution und erlernte Hilflosigkeit
-
In F. Försterling & J. Stiensmeier-Pelster (Hrsg.), Göttingen: Hogrefe
-
Stiensmeier-Pelster, J. (1994). Attribution und erlernte Hilflosigkeit. In F. Försterling & J. Stiensmeier-Pelster (Hrsg.), Atributionstheorie (S. 185-211). Göttingen: Hogrefe.
-
(1994)
Atributionstheorie
, pp. 185-211
-
-
Stiensmeier-Pelster, J.1
-
55
-
-
84877143660
-
Adaptiver Umgang mit Fehlern als Aspekt der Motivation und des Selbstregulierten Lernens von Underachievern, Achievern und Overachievern
-
In M. Dresel & L. Lämmle (Hrsg.), Münster: LIT
-
Tulis, M., Grassinger, R. & Dresel, M. (2011). Adaptiver Umgang mit Fehlern als Aspekt der Motivation und des Selbstregulierten Lernens von Underachievern, Achievern und Overachievern. In M. Dresel & L. Lämmle (Hrsg.), Motivation, Selbstregulation und Leistungsexzellenz (S. 29-51). Münster: LIT.
-
(2011)
Motivation, Selbstregulation und Leistungsexzellenz
, pp. 29-51
-
-
Tulis, M.1
Grassinger, R.2
Dresel, M.3
-
56
-
-
0022134688
-
An attributional theory of achievement motivation and emotion
-
Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548-573.
-
(1985)
Psychological Review
, vol.92
, pp. 548-573
-
-
Weiner, B.1
-
57
-
-
84884639907
-
Aus Fehlern lernen und Fehler vermeiden lernen
-
In W. Althof (Hrsg.), Opladen: Leske + Budrich
-
Weinert, F. E. (1999). Aus Fehlern lernen und Fehler vermeiden lernen. In W. Althof (Hrsg.), Fehlerwelten. Vom Fehlermachen und Lernen aus Fehlern (S. 101-110). Opladen: Leske + Budrich.
-
(1999)
Fehlerwelten. Vom Fehlermachen und Lernen Aus Fehlern
, pp. 101-110
-
-
Weinert, F.E.1
-
58
-
-
77649179790
-
Expectancyvalue theory
-
In K. R. Wentzel & A. Wigfield (Eds.), New York, NY: Routledge
-
Wigfield, A., Tonks, S. & Lutz Klauda, S. (2009). Expectancyvalue theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (S. 55-75). New York, NY: Routledge.
-
(2009)
Handbook of Motivation at School
, pp. 55-75
-
-
Wigfield, A.1
Tonks, S.2
Lutz Klauda, S.3
-
59
-
-
79953048514
-
Learning from errors: The role of context, emotion, and personality
-
Zhao, B. (2011). Learning from errors: The role of context, emotion, and personality. Journal of Organizational Behavior, 32, 435-463.
-
(2011)
Journal of Organizational Behavior
, vol.32
, pp. 435-463
-
-
Zhao, B.1
-
60
-
-
33750389876
-
Error reporting in organizations
-
Zhao, B. & Olivera, F. (2006). Error reporting in organizations. Academy of Management Review, 31, 1012-1030. (Pubitemid 44639655)
-
(2006)
Academy of Management Review
, vol.31
, Issue.4
, pp. 1012-1030
-
-
Zhao, B.1
Olivera, F.2
-
61
-
-
84868984126
-
Lernstrategien: Die Genderproblematik
-
In H. Mandl & H. F. Friedrich (Hrsg.), Göttingen: Hogrefe
-
Ziegler, A. & Dresel, M. (2006). Lernstrategien: Die Genderproblematik. In H. Mandl & H. F. Friedrich (Hrsg.), Handbuch Lernstrategien (S. 378-389). Göttingen: Hogrefe.
-
(2006)
Handbuch Lernstrategien
, pp. 378-389
-
-
Ziegler, A.1
Dresel, M.2
-
62
-
-
84886029135
-
-
Ulm: Universität
-
Ziegler, A., Dresel, M., Schober, B. & Stöger, H. (2005). Motivationstestbatterie für Schülerinnen und Schüler der Jahrgangsstufen 5-10 (MTB 5-10): Skalendokumentation. Ulm: Universität.
-
(2005)
Motivationstestbatterie für Schülerinnen und Schüler der Jahrgangsstufen 5-10 (MTB 5-10): Skalendokumentation
-
-
Ziegler, A.1
Dresel, M.2
Schober, B.3
Stöger, H.4
-
63
-
-
33750111440
-
The actiotope: A heuristic model for a research program designed to examine and reduce adverse motivational conditions influencing scholastic achievement
-
In: D. Frey, H. Mandl & L. v. Rosenstiel (Hrsg.), Cambridge, MA: Hogrefe & Huber Publishers
-
Ziegler, A., Heller, K. A., Schober, B. & Dresel, M. (2006). The actiotope: A heuristic model for a research program designed to examine and reduce adverse motivational conditions influencing scholastic achievement. In: D. Frey, H. Mandl & L. v. Rosenstiel (Hrsg.), Knowledge and Action (S. 143-173). Cambridge, MA: Hogrefe & Huber Publishers.
-
(2006)
Knowledge and Action
, pp. 143-173
-
-
Ziegler, A.1
Heller, K.A.2
Schober, B.3
Dresel, M.4
-
64
-
-
77954315149
-
Research on a modified framework of implicit personality theories
-
Ziegler, A. & Stöger, H. (2010). Research on a modified framework of implicit personality theories. Learning and Individual Differences, 20, 318-326.
-
(2010)
Learning and Individual Differences
, vol.20
, pp. 318-326
-
-
Ziegler, A.1
Stöger, H.2
-
65
-
-
0002115332
-
Attaining self-regulation: A social cognitive perspective
-
In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), San Diego, CA: Academic Press
-
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (S. 13-39). San Diego, CA: Academic Press.
-
(2000)
Handbook of Self-regulation
, pp. 13-39
-
-
Zimmerman, B.J.1
|