Social policy, educational opportunity, and classroom practice: A co-regulation approach to research on student motivation and achievement

Advances in Motivation and Achievement

Volumn 16 PARTB, Issue , 2010, Pages 211-249

  McCaslin, Mary ^a   Lavigne, Alyson Leah ^a  

^a UNIVERSITY OF ARIZONA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84888089569     PISSN: 07497423     EISSN: None     Source Type: Book Series    
DOI: 10.1108/S0749-7423(2010)000016B010     Document Type: Article

References (151)

1. Alexander, K. L., Entwistle, D. R., Cadigan, D., & Pallas, A. 1987. Getting ready for first grade: Standards of deportment in home and school. Social Forces, 66, 57-84.
2. Arnold, L. S. 2005. Enhancing student academic regulatory processes: A study of metacognitive knowledge monitoring, strategic enactment and achievement. Unpublished doctoral dissertation. University of Sydney, Sydney, Australia.
3. Associated Press. 2009. Gates foundation going all-out to influence education policy. Arizona Daily Star, October 26.
4. Atkinson, J. W. 1964. An introduction to motivation. Princeton, NJ: Van Nostrand.
5. Ausubel, D. P. 1963. The psychology of meaningful verbal learning. New York: Grune & Stratton.
6. Baldi, S., Jin, Y., Skemer, M., Green, P. J., & Herget, D. 2007. Highlights from PISA 2006: Performance of U. S. 15-year-old students in science and mathematics literacy in an international context (NCES 2008-016). U. S. Department of Education. National Center for Education Statistics, Washington, DC.
7. Bandura, A. 1997. Self-efficacy: The exercise of control. San Francisco: W. H. Freeman.
8. Barker, R., & Gump, P. 1964. Big school, small school. Palo Alto, CA: Stanford University Press.
9. Baumeister, R. F., & Leary, M. R. 1995. The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117, 497-529.
10. Bennett, W. J. 1988. American education: Making it work. A report to the President and the American people. Department of Education, U. S. Government Printing Office, Washington, DC.
11. Berliner, D. C., & Biddle, B. J. 1995. The manufactured crisis: Myths, fraud, and the attack on America's public schools. Reading, MA: Addison-Wesley.
12. Berliner, D. C., Filby, N. N., Marliave, R., & Weir, C. D. 1978. An intervention in classrooms using the Beginning Teacher Evaluation Study model of instruction. Technical Report VI-I, Beginning Teacher Evaluation Study. Far West Laboratory for Educational Research and Development, San Francisco.
13. Biddle, B. 1997. Foolishness, dangerous nonsense, and real correlates of state differences in achievement. Phi Delta Kappan, 79(1), 8-13. (Pubitemid 127462654)
14. Bloom, B. S. 1976. Human characteristics and school learning. New York: McGraw-Hill.
15. Blumenfeld, P. C., Krajcik, J. S., Marx, R. W., & Soloway, E. 1994. Lessons learned: How collaboration helped middle grade science teachers learn project-based instruction. Elementary School Journal, 94(5), 539-551.
16. Brophy, J., & Good, T. 1986. Teacher behavior and student achievement. In: M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.). New York: McMillan.
17. Brophy, J., & McCaslin, M. 1992. Teachers' reports of how they perceive and cope with problem students. Elementary School Journal, 93(1), 3-68.
18. Brophy, J., & Rohrkemper, M. 1981. The influence of problem ownership on teachers' perceptions of and strategies for coping with problem students. Journal of Educational Psychology, 73, 295-311.
19. Brophy, J. E. 1983. Effective classroom management. The School Administrator, 40(7), 33-36.
20. Brophy, J. E., & Evertson, C. M. 1976. Learning from teaching: A developmental perspective. Boston: Allyn & Bacon.
21. Bruner, J. 1985. Models of the learner. Educational Researcher, 14, 5-8.
22. Brunstein, J. 2008. Implicit and explicit motives. In: J. Heckhausen & H. Heckhausen (Eds), Motivation and action (pp. 227-244). Cambridge, UK: Cambridge University Press.
23. Brunstein, J. C., & Heckhausen, H. 2008. Achievement motivation. In: J. Heckhausen & H. Heckhausen (Eds), Motivation and action (pp. 137-183). Cambridge, UK: Cambridge University Press.
24. Brunstein, J. C., & Maier, G. W. 2005. Implicit and self-attributed motives to achieve: Two separate but interacting needs. Journal of Personality and Social Psychology, 89, 205-222. (Pubitemid 41356487)
25. Bushaw, W. J., & Gallup, A. M. 2008. The 40th annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools. Phi Delta Kappan, 90(1), 9-20.
26. Bushaw, W. J., & McNee, J. A. 2009. The 41st annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools. Phi Delta Kappan, 91(1), 8-23.
27. Carroll, J. 1963. A model of school learning. Teachers College Record, 64, 723-733.
28. Celis, W. 1993. 10 years after a scathing report, schools show uneven progress, April 28. Available at http://www.nytimes.com.
29. Center for Research on Education Outcomes. 2009. Multiple choice: Charter school performance in 16 states. Stanford, CA: Stanford University.
30. Cooper, H. M. 1989. Homework. New York: Longman.
31. Corno, L. 1989. What it means to be literate about classrooms. In: D. Bloome (Ed.), Learning to use literacy in educational settings (pp. 29-52). New York: Ablex.
32. Corno, L. 1993. The best-laid plans: Modern conceptions of volition and educational research. Educational Researcher, 22, 14-22.
33. Corno, L. 2000. Looking at homework differently. Elementary School Journal, 100(5), 529-548.
34. Corno, L. 2008. On teaching adaptively. Educational Psychologist, 43(3), 161-173.
35. Covington, M. V. 1992. Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
36. Darling-Hammond, L. 2007. The flat earth and education: How America's commitment to equity will determine our future. Educational Researcher, 36(6), 318-334.
37. Dawes, R. 1979. The robust beauty of improper linear models in decision making. American Psychologist, 34, 571-582.
38. Deci, E. L., & Ryan, R. M. 1985. Intrinsic motivation and self-determination in human behavior. New York: Plenum.
39. Dolan, A. L. 2008. Teacher recruitment, retention, supply, and demand. In: T. L. Good (Ed.), 21st century education: A reference handbook (Vol. 2, pp. 3-11). Thousand Oaks, CA: Sage.
40. Dunkin, M. J., & Biddle, B. J. 1974. The study of teaching. New York: Holt, Rinehart and Winston.
41. Dweck, C. 1986. Motivational processes affect learning. American Psychologist, 41(10), 1040-1048.
42. Dweck, C., & 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 (pp. 122-140). New York: Guilford.
43. Dworkin, A. G. 1997. Coping with reform: The intermix of teacher morale, teacher burnout, and teacher accountability. In: B. Biddle, T. Good & I. Goodson (Eds), International handbook of teachers and teaching (pp. 459-498). New York: Kluwer.
44. Eccles, J. S. 2005. Subjective task value and the Eccles et al. model of achievement-related choices. In: A. J. Elliot & C. S. Dweck (Eds), Handbook of competence and motivation (pp. 105-121). New York: Guilford.
45. Edwards, W. 1954. The theory of decision making. Psychological Bulletin, 51(4), 380-417.
46. Eklund, N. 2009. Sustainable workplaces, retainable teachers. Phi Delta Kappan, 91(2), 25-32.
47. Elliot, A. J., & Dweck, C. S. (Eds). 2005. Handbook of competence and motivation. New York: Guilford.
48. Epstein, J. L. 1988. Homework practices, achievements, and behaviors of elementary school students. Report no. 26. Office of Educational Research and Improvement, Washington, DC.
49. Evertson, C. M., Emmer, E. T., Sanford, J. P., & Clements, B. S. 1983. Improving classroom management: An experiment in elementary school classrooms. The Elementary School Journal, 83(2), 173-188.
50. Fischer, H. 2009. AZ could claim up to $250 M for education: Horne says state has a good chance at federal grant. Arizona Daily Star, November 13.
51. Freud, S., & Strachey, J. 1962. The ego and the id. New York: Norton.
52. Geary, D. C. 2002. Principles of evolutionary educational psychology. Learning and Individual Differences, 12, 317-345.
53. Good, T. L. 2008. Teaching mathematics in grades 3-5 classrooms. Teachers College Record, (April). Available at http://www.tcrecord.org/Content.asp? ContentID = 15196. Retrieved on April 8, 2008.
54. Good, T. L. 2009. Forty years of research on teaching 1968-2008: What do we know now that we didn't know then? In: R. J. Marzano (Ed.), On excellence in teaching (pp. 31-64). Bloomington, IN: Solution Tree Press.
55. Good, T. L., & Braden, J. S. 2000. The great school debate: Choice, vouchers, and charters. Mahwah, NJ: Lawrence Erlbaum Associates.
56. Good, T. L., & McCaslin, M. 2008. What we learned about research on school reform: Considerations for practice and policy. Teachers College Record, 110(11), 2475-2495.
57. Goodenow, C. 1992. Strengthening the links between educational psychology and the study of social contexts. Educational Psychologist, 27(2), 177-196.
58. Greeno, J. G. 2006. Learning in activity. In: R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 79-96). New York: Cambridge University Press.
59. Hadwin, A., & Jarvenoja, H. (in press). Introduction to a special issue on social aspects of self-regulated learning: Where social and self meet in the strategic regulation of learning. Teachers College Record. Epub ahead of print. Available at http://www.tcrecord.org. ID number 15975, accessed on 15 May 2010.
60. Halpern, D. F. 1996. Thought and knowledge: An introduction to critical thinking (3rd ed.). Mahwah, NJ: Erlbaum.
61. Heckhausen, H. (1980/1991). Motivation and action. New York: Springer-Verlag.
62. Heckhausen, J., & Heckhausen, H. 2008. Motivation and action (2nd ed.). Cambridge, UK: Cambridge University Press.
63. Hickey, D. T. 2003. Engaged participation versus marginal nonparticipation: A stridently sociocultural approach to achievement motivation. New Directions in Motivation Research: Implications for Practice, Elementary School Journal, 103, 401-429.
64. Hill, K. T., & Wigfield, A. 1984. Test anxiety: A major educational problem and what can be done about it. Elementary School Journal, 85(1), 105-126.
65. Hollingsworth, H. (2009, November 13). Teachers no longer in demand in U. S. The Associated Press. Available at http://www.theeagle.com.
66. Hull, C. 1951. Essentials of behavior. New Haven, CT: Yale University Press.
67. Johnson-Laird, P. N., & Watson, P. C. 1977. Thinking: Readings in cognitive science. Cambridge: Cambridge University Press.
68. Kahneman, D. 2003. A perspective on judgment and choice: Mapping bounded rationality. American Psychologist, 58(9), 697-720. (Pubitemid 37340820)
69. Kahneman, D., Slovic, P., & Tversky, A. 1982. Judgment under uncertainty: Heuristics and biases. Cambridge: Cambridge University Press.
70. Kennedy, M. M. 2005. Inside teaching: How classroom life undermines reform. Harvard University Press.
71. Kossan, P. (2009a). U. S. official meets with rural teachers: Secretary of Education taps educators for ideas about how to change No Child Left Behind Act. The Arizona Republic, October 20.
72. Kossan, P. (2009b). U. S. education chief a fan of 'good' charter schools. The Arizona Republic, October 25.
73. Kozulin, A. 1986. The concept of activity in Soviet psychology: Vygotsky, his disciples, and critics. American Psychologist, 41, 264-274.
74. Kuhl, J. 1981. Motivational and functional helplessness: The moderating effect of state vs. action orientation. Journal of Personality and Social Psychology, 40, 155-170.
75. Kuhl, J. 2008. Individual differences in self-regulation. In: J. Heckhausen & H. Heckhausen (Eds), Motivation and action (pp. 296-322). Cambridge, UK: Cambridge University Press.
76. Lazarus, R. S. 1999. Stress and emotion: A new synthesis. New York: Springer.
77. Leontiev, A. N. (1974-1975). The problem of activity in Soviet psychology. Soviet Psychology, Winter, 4-33.
78. Lepper, M. R., & Greene, D. 1978. The hidden costs of reward: New perspectives on the psychology of human motivation. Hillsdale, NJ: Erlbaum.
79. Lewin, K. 1935. A dynamic theory of personality. New York: McGraw Hill.
80. Lopez, F. 2008. Educational policy and scholastic competence among English language learners. Doctoral dissertation, University of Arizona, Tucson, AZ.
81. Lortie, D. C. (1975/2002). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
82. Madaus, G. F., Russell, M., & Higgins, J. 2009. The paradoxes of high stakes testing: How they affect students, their parents, teachers, principles, schools, and society. Greenwich, CT: Information Age Publishing.
83. McCaslin, M. 1996. The problem of problem representation: The Summits' conception of student. Educational Researcher, 25(8), 13-15. (Pubitemid 126145064)
84. McCaslin, M. 2006. Student motivation dynamics in the era of school reform. Elementary School Journal, 106(5), 479-490.
85. McCaslin, M. 2009. Co-regulation of student motivation and emergent identity. Educational Psychologist, 44(2), 137-146.
86. McCaslin, M., Bozack, A. R., Napoleon, L., Thomas, A., Vasquez, V., Wayman, V., & Zhang, J. 2006. Self-regulated learning and classroom management: Theory, research, and considerations for classroom practice. In: C. Evertson & C. Weinstein (Eds), Handbook of classroom management: Research, practice and contemporary issues (pp. 223-252). Mahwah, NJ: Erlbaum.
87. McCaslin, M., & Burross, H. 2008. Student motivational dynamics. Teachers College Record, 110(11), 2319-2340.
88. McCaslin, M., & Burross, H. (in press). Research on individual differences within a sociocultural perspective: Co-regulation and adaptive learning. Teachers College Record. Epub ahead of print. Available at http://www.tcrecord.org. ID number 15979, accessed on 15 May 2010.
89. McCaslin, M., & Good, T. L. 1996. The informal curriculum. In: D. Berliner & R. Calfee (Eds), Handbook of educational psychology (pp. 622-673). New York: Macmillan.
90. McCaslin, M., Good, T. L., Nichols, S., Zhang, J., Wiley, C. R. H., Bozack, A. R., Burross, H. L., & Cruizon-Garcia, R. 2006. Comprehensive school reform: An observational study of teaching grades 3-5. Elementary School Journal, 106(4), 313-331. (Pubitemid 43474639)
91. McCaslin, M., & Hickey, D. T. 2001. Educational psychology, social constructivism, and educational practice: A case of emergent identity. Educational Psychologist, 36, 133-140.
92. McCaslin, M., & Infanti, H. 1998. The generativity crisis and the "scold war": What about those parents? Teachers College Record, 100, 275-296. (Pubitemid 128185178)
93. McCaslin, M., & Murdock, T. B. 1991. The emergent interaction of home and school in the development of students' adaptive learning. In: M. Maehr & P. Pintrich (Eds), Advances in motivation and achievement (Vol. 7, pp. 213-259). Greenwich, CT: JAI Press.
94. McCaslin, M., Tuck, D., Wiard, A., Brown, B., LaPage, J., & Pyle, J. 1994. Gender composition and small-group learning in fourth-grade mathematics. Elementary School Journal, 94, 467-482.
95. McClelland, D. C. 1985. Human motivation. Glenview, IL: Scott Foresman.
96. McInerney, D., & Van Etten, S. (Eds). 2004. Big theories revisited: Vol. 4. Research on sociocultural influences on motivation and learning. Greenwich, CT: Information Age.
97. McNeil, M. 2009. Common test push gears up: Education department outlines process for grants to support effort. Education Week, 29(9), 1, 16-17.
98. National Center for Education Statistics. 2009. The Nation's report card: Mathematics 2009 (NCES 2010-407). Institute of Education Sciences, U. S. Department of Education, Washington, DC.
99. National Commission on Excellence in Education. 1983. A nation at risk. Washington, DC: U. S. Government Printing Office. Available at http://www.ed.gov/pubs/NatAtRisk/findings.html. Retrieved on September, 28, 2009.
100. National Governors Association. 1996. 1996 National Education Summit policy statement (March). Washington, DC: Author.
101. Natriello, G. 1996. Diverting attention from conditions in American schools. Educational Researcher, 25, 7-9. (Pubitemid 126145062)
102. Nichols, S. L., & Berliner, D. C. 2007. Collateral damage: How high-stakes testing corrupts America's schools. Cambridge: Harvard Education Press.
103. Nichols, S. L., & Good, T. L. 2004. America's teenagers - Myths and realities: Media images, schooling, and the social costs of careless indifference. Mahwah, NJ: Erlbaum.
104. Nisbett, R., & Wilson, T. 1977. Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231-259.
105. Noddings, N. 1992. The challenge to care in schools: An alternative approach to education. New York: Teachers College Press.
106. Nolen, S. B., & Ward, C. J. 2008. Sociocultural and situative research on motivation. In: M. Maehr, S. Karabenick & T. Urdan (Eds), Social psychological perspective on motivation and achievement (Vol. 15, pp. 428-460). Advances in Motivation and Achievement. London: Emerald Group.
107. Oakes, J. 1995. Two cities' tracking and within-school segregation. Teachers College Record, 96, 681-690.
108. Oakes, J., Ormseth, T., Bell, R., & Camp, R. 1990. Multiplying inequalities: The effects of race, social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: Rand Corporation, supported by National Science Foundation. ERIC document reproduction service, no. ED 329 615.
109. Olson, A. M., & McCaslin, M. 2008. Students as social beings. In: T. L. Good (Ed.), 21st century education: A reference handbook (Vol. 2, pp. 87-96). Thousand Oaks, CA: Sage Publications.
110. Penuel, W., & Wertsch, J. 1995. Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30, 83-92.
111. Perry, N. E., Turner, J. E., & Meyer, D. R. 2006. Classrooms as contexts for motivating learning. In: P. A. Alexander & P. H. Winne (Eds), Handbook of educational psychology (pp. 327-348). Mahwah, NJ: Erlbaum.
112. Pianta, R. C, & Steinberg, M. 1992. Teacher-child relationships and the process of adjusting to school. New Directions for Child Development, 57, 61-80.
113. Pittman, S. I. 1985. A cognitive ethnography and quantification of a first-grade teacher's selection routines for classroom management. Elementary School Journal, 85(4), 541-557.
114. Powell, A. G, Farrar, E., & Cohen, D. K. 1986. The shopping mall high school: Winners and losers in the educational marketplace. Boston: Houghton Mifflin.
115. Randi, J., & Corno, L. 1997. Teachers as innovators. In: B. Biddle, T. Good & I. Goodson (Eds), International handbook of teachers and teaching (pp. 1163-1221). New York: Kluwer.
116. Renninger, K. A., Hidi, S., & Krapp, A. 1992. The role of interest in learning and development. Mahwah, NJ: Erlbaum.
117. Rheinberg, F. 2008. Intrinsic motivation and flow. In: J. Heckhausen & H. Heckhausen (Eds), Motivation and action (pp. 323-348). Cambridge, UK: Cambridge University Press.
118. Rich, E. 2009. Duncan stresses commitment to teachers. Teacher Magazine, December 2. Available on http://www.edweek.org
119. Rohrkemper, M., & Corno, L. 1988. Success and failure on classroom tasks: Adaptive learning and classroom teaching. Elementary School Journal, 85, 127-147.
120. Rose, L. C., & Gallup, A. M. 2005. The 37th annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools. Phi Delta Kappan, 87(1), 41-57.
121. Rose, L. C., & Gallup, A. M. 2006. The 38th annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools. Phi Delta Kappan, 88(1), 41-53.
122. Rose, L. C., & Gallup, A. M. 2007. The 39th annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools. Phi Delta Kappan, 89(1), 33-45.
123. Rothstein, R. 2000. Toward a composite index of school performance. Elementary School Journal, 100(5), 409-441.
124. Ryan, A. 2009. Motivation and achievement during early adolescence: Insights from integrating the social and academic domains. Richard Snow Early Career Award invited address presented at the meeting of the American Psychological Association, Toronto, Canada, August.
125. Ryan, K. E., Ryan, A. M., Arbuthnot, K., & Samuels, M. 2007. Students' motivation for standardized math exams. Educational Researcher, 36(1), 5-13.
126. Sarason, S. B., Davidson, K. S., Lighthall, F. F., Waite, R. R., & Ruebush, B. K. 1960. Anxiety in elementary school students. New York: Wiley.
127. Sawchuk, S. 2009. Duncan shares concerns over teacher prep: Secretary spreads blame for quality of programs. Education Week, 29(8), 1, 12-13.
128. Simon, H. 1981. Sciences of the artificial (2nd ed.). Cambridge, MA: MIT Press.
129. Steele, C. M. 1997. A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629. (Pubitemid 127458590)
130. Steele, C. M., & Aronson, J. 1995. Stereotype threat and the intellectual performance of African Americans. Journal of Personality and Social Psychology, 69, 797-811.
131. Stevenson, Z., Schertzer, S. T., & Ham, D. E. 2008. No child left behind: Intent and requirements. In: T. L. Good (Ed.), 21st century education: A reference handbook. Thousand Oaks, CA: Sage.
132. Tangney, J. P., Stuewig, J., & Mashek, D. J. 2007. What's moral about the self-conscious emotions? In: J. L. Tracy, R. W. Robins & J. P. Tangney (Eds), The self-conscious emotions: Theory and research (pp. 21-37). New York: The Guilford Press.
133. Tobias, S. 1980. Anxiety and instruction. In: I. G. Saran (Ed.), Test anxiety: Theory, research and applications. Hillsdale, NJ: Erlbaum.
134. Tomlinson, T. M. 1992. Hard work and high expectations: Motivating students to learn. Washington, DC: US Department of Education.
135. Tracy, J. L., Robins, R. W., & Tangney, J. P. 2007. The self-conscious emotions. New York: The Guilford Press.
136. Volet, S., Vauras, M., & Salonen, P. 2009. Self- and social regulation in learning contexts: An integrative perspective. Educational Psychologist, 44(4), 215-226.
137. Vygotsky, L. S. 1962. Thought and language. Cambridge, MA: MIT Press.
138. Vygotsky, L. S. 1978. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
139. Walker, R. A., Pressick-Kilborn, K., Arnold, L. S., & Sainsbury, E. J. 2004. Investigating motivation in context: Developing sociocultural perspectives. European Psychologist, 9, 245-256. (Pubitemid 39558102)
140. Weiner, B. 1986. An attributional theory of motivation and emotion. New York: Springer-Verlag.
141. Weinstein, C. S. 1990. Prospective elementary teachers' beliefs about teaching: Implications for teacher education. Teaching and Teacher Education, 6(3), 279-290.
142. Wertsch, J. 1985. The concept of internalization in Vygotsky's account of the genesis of higher mental functions. In: J. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 162-182). New York: Cambridge University Press.
143. Wiley, C. R. H., Good, T. L., & McCaslin, M. 2008. Comprehensive school reform instructional practices throughout a school year: The role of subject matter, grade level, and time of year. Teachers College Record, 110(11), 2319-2340.
144. Wiley, C. R. H., McCaslin, M., & Good, T. L. 2007. Measuring the effects of teachers on student achievement: Guidelines for school districts. Final report to the Carnegie Foundation.
145. Wilson, H. K., Pianta, R. C., & Stuhlman, M. 2007. Typical classroom experiences in first grade: The role of classroom climate and functional risk in the development of social competence. Elementary School Journal, 108(2), 81-96.
146. Winne, P. H. 2001. Self-regulated learning view from models of information processing. In: B. J. Zimmerman & D. H. Schunk (Eds), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 153-190). Mahwah, NJ: Erlbaum.
147. Wood, M. B. 2008. Mathematizing, identifying, and autonomous learning: Fourth grade students engage mathematics. Doctoral dissertation, Michigan State University.
148. Yates, J. F. 1990. Judgment and decision making. Englewood Cliffs, NJ: Prentice Hall.
149. Zajonc, R. B. 1965. Social facilitation. Science, 149, 269-274.
150. Zeidner, M., & Matthews, G. 2005. Evaluation anxiety. In: A. Elliot & C. Dweck (Eds), Handbook of competence and motivation (pp. 141-166). New York: Guilford Press.
151. Zinchenko, V. P. 1985. Vygotsky's ideas about units for the analysis of mind. In: J. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 94-118). New York: Cambridge University Press.