Boring but important: A self-transcendent purpose for learning fosters academic self-regulation

Journal of Personality and Social Psychology

Volumn 107, Issue 4, 2014, Pages 559-580

  Yeager, David S ^a   Henderson, Marlone D ^a   Paunesku, David ^b   Walton, Gregory M ^b   D'Mello, Sidney ^c,d   Spitzer, Brian J ^e   Duckworth, Angela Lee ^f  

^a UNIVERSITY OF TEXAS AT AUSTIN   (United States)

^b STANFORD UNIVERSITY   (United States)

^c University of Notre Dame   (United States)

^d UNIVERSITY OF NOTRE DAME   (United States)

^e NEW YORK UNIVERSITY   (United States)

^f UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

Meaning; Motivation; Psychological intervention; Purpose; Self Regulation

Indexed keywords

ADOLESCENT; ADULT; EDUCATION; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMAN; LEARNING; LONGITUDINAL STUDY; MALE; MATHEMATICS; MOTIVATION; PHYSIOLOGY; PROCEDURES; PSYCHOLOGY; PSYCHOTHERAPY; SCHOOL; SCIENCE; STUDENT; YOUNG ADULT;

ADOLESCENT; ADULT; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; EXECUTIVE FUNCTION; FEMALE; HUMANS; LEARNING; LONGITUDINAL STUDIES; MALE; MATHEMATICS; MOTIVATION; PSYCHOTHERAPY; SCHOOLS; SCIENCE; STUDENTS; YOUNG ADULT;

EID: 84908347038     PISSN: 00223514     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0037637     Document Type: Article

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