-
1
-
-
77950900775
-
Value-added models of assessment: Implications for motivation and accountability
-
Anderman, E., Anderman, L., Yough, M., & Gimbert, B. (2010). Value-added models of assessment: Implications for motivation and accountability. Educational Psychologist, 45, 123-137. doi:10.1080/00461521003703045
-
(2010)
Educational Psychologist
, vol.45
, pp. 123-137
-
-
Anderman, E.1
Anderman, L.2
Yough, M.3
Gimbert, B.4
-
2
-
-
84929240768
-
Approaches to academic growth assessment
-
Anderman, E. M., Gimbert, B., O'Connell, A., & Riegel, L. (2015). Approaches to academic growth assessment. British Journal of Educational Psychology, 85, 138-153. doi:10.1111/bjep.12053
-
(2015)
British Journal of Educational Psychology
, vol.85
, pp. 138-153
-
-
Anderman, E.M.1
Gimbert, B.2
O'Connell, A.3
Riegel, L.4
-
3
-
-
84929275200
-
-
June 16). Norm- and criterion-referenced student growth. Paper presented at CCSSO, Washington, DC.
-
Betebenner, D. (2008, June 16). Norm- and criterion-referenced student growth. Paper presented at CCSSO, Washington, DC.
-
(2008)
-
-
Betebenner, D.1
-
5
-
-
84875417551
-
Is growth in student achievement scale dependent?
-
(, April 14). Paper presented at the invited symposium Measuring and Evaluating Changes in Student Achievement: A Conversation about Technical and Conceptual Issues at the annual meeting of the National Council for Measurement in Education, San Diego, CA.
-
Briggs, D., & Betebenner, D. (2009, April 14). Is growth in student achievement scale dependent? Paper presented at the invited symposium Measuring and Evaluating Changes in Student Achievement: A Conversation about Technical and Conceptual Issues at the annual meeting of the National Council for Measurement in Education, San Diego, CA.
-
(2009)
-
-
Briggs, D.1
Betebenner, D.2
-
6
-
-
84877153572
-
Mind-sets matter: A meta-analytic review of implicit theories and self-regulation
-
Burnette, J. L., O'Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655-701. doi:10.1037/a0029531
-
(2013)
Psychological Bulletin
, vol.139
, pp. 655-701
-
-
Burnette, J.L.1
O'Boyle, E.H.2
VanEpps, E.M.3
Pollack, J.M.4
Finkel, E.J.5
-
8
-
-
0000216075
-
From thought to behavior: 'Having' and 'doing' in the study of personality and cognition
-
Cantor, N. (1990). From thought to behavior: 'Having' and 'doing' in the study of personality and cognition. American Psychologist, 45, 735-750. doi:10.1037/0003-066X.45.6.735
-
(1990)
American Psychologist
, vol.45
, pp. 735-750
-
-
Cantor, N.1
-
11
-
-
33744767997
-
The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework
-
Cury, F., Elliot, A. J., Da Fonseca, D., & Moller, A. C. (2006). The social-cognitive model of achievement motivation and the 2 × 2 achievement goal framework. Journal of Personality and Social Psychology, 90, 666-679. doi:10.1037/0022-3514.90.4.666
-
(2006)
Journal of Personality and Social Psychology
, vol.90
, pp. 666-679
-
-
Cury, F.1
Elliot, A.J.2
Da Fonseca, D.3
Moller, A.C.4
-
12
-
-
84884279210
-
Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study
-
Dinger, F. C., & Dickhäuser, O. (2013). Does implicit theory of intelligence cause achievement goals? Evidence from an experimental study. International Journal of Educational Research, 61, 38-47. doi:10.1016/j.ijer.2013.03.008
-
(2013)
International Journal of Educational Research
, vol.61
, pp. 38-47
-
-
Dinger, F.C.1
Dickhäuser, O.2
-
15
-
-
84860430764
-
Mind-sets and equitable education
-
Dweck, C. S. (2010). Mind-sets and equitable education. Principal Leadership, January, 26-29.
-
(2010)
Principal Leadership
, vol.January
, pp. 26-29
-
-
Dweck, C.S.1
-
16
-
-
32844473352
-
A conceptual history of the achievement goal construct
-
A. J. Elliot & C. S. Dweck (Eds.), New York, NY: Guilford Press.
-
Elliot, A. J. (2005). A conceptual history of the achievement goal construct. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 52-72). New York, NY: Guilford Press.
-
(2005)
Handbook of competence and motivation
, pp. 52-72
-
-
Elliot, A.J.1
-
17
-
-
33749613842
-
The hierarchical model of approach-avoidance motivation
-
Elliot, A. J. (2006). The hierarchical model of approach-avoidance motivation. Motivation and Emotion, 30, 111-116. doi:10.1007/s11031-006-9028-7
-
(2006)
Motivation and Emotion
, vol.30
, pp. 111-116
-
-
Elliot, A.J.1
-
18
-
-
0031540107
-
A hierarchical model of approach and avoidance achievement motivation
-
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72, 218-232. doi:10.1037/0022-3514.72.1.218
-
(1997)
Journal of Personality and Social Psychology
, vol.72
, pp. 218-232
-
-
Elliot, A.J.1
Church, M.A.2
-
19
-
-
84929255574
-
Potential-based achievement goals
-
Elliot, A. J., Murayama, K., Kobeisy, A., & Lichtenfeld, S. (2015). Potential-based achievement goals. British Journal of Educational Psychology, 85, 192-206. doi:10.1111/bjep.12051
-
(2015)
British Journal of Educational Psychology
, vol.85
, pp. 192-206
-
-
Elliot, A.J.1
Murayama, K.2
Kobeisy, A.3
Lichtenfeld, S.4
-
20
-
-
80051807650
-
A 3 × 2 achievement goal model
-
Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 × 2 achievement goal model. Journal of Educational Psychology, 103, 632-648. doi:10.1037/a0023952
-
(2011)
Journal of Educational Psychology
, vol.103
, pp. 632-648
-
-
Elliot, A.J.1
Murayama, K.2
Pekrun, R.3
-
21
-
-
3142782908
-
The intergenerational transmission of fear of failure
-
Elliot, A. J., & Thrash, T. M. (2004). The intergenerational transmission of fear of failure. Personality and Social Psychology Bulletin, 30, 957-971. doi:10.1177/0146167203262024
-
(2004)
Personality and Social Psychology Bulletin
, vol.30
, pp. 957-971
-
-
Elliot, A.J.1
Thrash, T.M.2
-
23
-
-
84865636520
-
The role of personality in learning processes and learning outcomes in applied settings
-
S. Boag & N. Tiliopoulos (Eds.), New York, NY: Nova Science.
-
Ginns, P., Liem, G. A. D., & Martin, A. J. (2011). The role of personality in learning processes and learning outcomes in applied settings. In S. Boag & N. Tiliopoulos (Eds.), Personality and individual differences: Theory, assessment, and application. New York, NY: Nova Science.
-
(2011)
Personality and individual differences: Theory, assessment, and application
-
-
Ginns, P.1
Liem, G.A.D.2
Martin, A.J.3
-
25
-
-
0004178492
-
-
New York, NY: Harper and Row.
-
Huck, S. W., Cormier, W. H., & Bounds, W. G. (1974). Reading statistics and research. New York, NY: Harper and Row.
-
(1974)
Reading statistics and research
-
-
Huck, S.W.1
Cormier, W.H.2
Bounds, W.G.3
-
26
-
-
84907034727
-
Modifiability of trait anxiety and neuroticism: A meta-analysis of the literature
-
Jorm, A. F. (1989). Modifiability of trait anxiety and neuroticism: A meta-analysis of the literature. Australian and New Zealand Journal of Psychiatry, 23, 21-29. doi:10.3109/00048678909062588
-
(1989)
Australian and New Zealand Journal of Psychiatry
, vol.23
, pp. 21-29
-
-
Jorm, A.F.1
-
27
-
-
85047686536
-
Relationship of personality to performance motivation: A meta-analytic review
-
Judge, T. A., & Ilies, R. (2002). Relationship of personality to performance motivation: A meta-analytic review. Journal of Applied Psychology, 87, 797-807. doi:10.1037/0021-9010.87.4.797
-
(2002)
Journal of Applied Psychology
, vol.87
, pp. 797-807
-
-
Judge, T.A.1
Ilies, R.2
-
28
-
-
0030269184
-
Tactics as unit of analyses in personality psychology: An illustration using tactics of hierarchy negotiation
-
Kyl-Heku, L. M., & Buss, D. M. (1996). Tactics as unit of analyses in personality psychology: An illustration using tactics of hierarchy negotiation. Personality and Individual Differences, 21, 497-519. doi:10.1016/0191-8869(96)00103-1
-
(1996)
Personality and Individual Differences
, vol.21
, pp. 497-519
-
-
Kyl-Heku, L.M.1
Buss, D.M.2
-
29
-
-
84886083879
-
Goal-setting: A state theory but related to traits
-
T. Chamorro-Premuzik, S. von Stumm & A. Furnham (Eds.), Oxford, UK: Blackwell Publishing.
-
Latham, G. P., Ganegoda, D. B., & Locke, E. A. (2011). Goal-setting: A state theory but related to traits. In T. Chamorro-Premuzik, S. von Stumm & A. Furnham (Eds.), The Wiley-Blackwell handbook of individual differences (pp. 577-587). Oxford, UK: Blackwell Publishing.
-
(2011)
The Wiley-Blackwell handbook of individual differences
, pp. 577-587
-
-
Latham, G.P.1
Ganegoda, D.B.2
Locke, E.A.3
-
30
-
-
0030163365
-
Students' and teachers' goals in the classroom
-
Lemos, M. (1996). Students' and teachers' goals in the classroom. Learning and Instruction, 2, 151-171. doi:10.1016/0959-4752(95)00031-3
-
(1996)
Learning and Instruction
, vol.2
, pp. 151-171
-
-
Lemos, M.1
-
31
-
-
84856583219
-
Personal best goals and academic and social functioning: A longitudinal perspective
-
Liem, G. A., Ginns, P., Martin, A. J., Stone, B., & Herrett, M. (2012). Personal best goals and academic and social functioning: A longitudinal perspective. Learning and Instruction, 22, 222-230. doi:10.1016/j.learninstruc.2011.11.003
-
(2012)
Learning and Instruction
, vol.22
, pp. 222-230
-
-
Liem, G.A.1
Ginns, P.2
Martin, A.J.3
Stone, B.4
Herrett, M.5
-
32
-
-
21444437487
-
Free traits, personal projects and ideo-tapes: Three tiers for personality psychology
-
Little, B. R. (1996). Free traits, personal projects and ideo-tapes: Three tiers for personality psychology. Psychological Inquiry, 7, 340-344. doi:10.1207/s15327965pli0704_6
-
(1996)
Psychological Inquiry
, vol.7
, pp. 340-344
-
-
Little, B.R.1
-
33
-
-
85076651539
-
Personal projects and free traits: Mutable selves and well beings
-
B. R. Little, K. Salmela-Aro & S. D. Phillips (Eds.), Mahwah, NJ: Lawrence Erlbaum.
-
Little, B. R., & Joseph, M. F. (2007). Personal projects and free traits: Mutable selves and well beings. In B. R. Little, K. Salmela-Aro & S. D. Phillips (Eds.), Personal project pursuit: Goals, action and human flourishing (pp. 375-400). Mahwah, NJ: Lawrence Erlbaum.
-
(2007)
Personal project pursuit: Goals, action and human flourishing
, pp. 375-400
-
-
Little, B.R.1
Joseph, M.F.2
-
34
-
-
84870885674
-
Building a practically useful theory of goal setting and task motivation
-
Locke, E., & Latham, G. (2002). Building a practically useful theory of goal setting and task motivation. American Psychologist, 57, 705-717. doi:10.1037/0003-066X.57.9.705
-
(2002)
American Psychologist
, vol.57
, pp. 705-717
-
-
Locke, E.1
Latham, G.2
-
37
-
-
0001816371
-
An evaluation of incremental fit indices: A clarification of mathematical and empirical processes
-
G. A. Marcoulides & R. E. Schumacker (Eds.), Hillsdale, NJ: Erlbaum.
-
Marsh, H. W., Balla, J. R., & Hau, K. T. (1996). An evaluation of incremental fit indices: A clarification of mathematical and empirical processes. In G. A. Marcoulides & R. E. Schumacker (Eds.), Advanced structural equation modeling techniques (pp. 315-353). Hillsdale, NJ: Erlbaum.
-
(1996)
Advanced structural equation modeling techniques
, pp. 315-353
-
-
Marsh, H.W.1
Balla, J.R.2
Hau, K.T.3
-
38
-
-
84993731480
-
Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives
-
Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on Psychological Science, 1, 133-163. doi:10.1111/j.1745-6916.2006.00010.x
-
(2006)
Perspectives on Psychological Science
, vol.1
, pp. 133-163
-
-
Marsh, H.W.1
Craven, R.G.2
-
39
-
-
79952527934
-
Academic self-concept and academic achievement: Relations and causal ordering
-
Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59-77. doi:10.1348/000709910X503501
-
(2011)
British Journal of Educational Psychology
, vol.81
, pp. 59-77
-
-
Marsh, H.W.1
Martin, A.J.2
-
40
-
-
33845526478
-
Personal bests (PBs): A proposed multidimensional model and empirical analysis
-
Martin, A. J. (2006). Personal bests (PBs): A proposed multidimensional model and empirical analysis. British Journal of Educational Psychology, 76, 803-825. doi:10.1348/000709905X55389
-
(2006)
British Journal of Educational Psychology
, vol.76
, pp. 803-825
-
-
Martin, A.J.1
-
41
-
-
34249981257
-
Examining a multidimensional model of student motivation and engagement using a construct validation approach
-
Martin, A. J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413-440. doi:10.1348/000709906X118036
-
(2007)
British Journal of Educational Psychology
, vol.77
, pp. 413-440
-
-
Martin, A.J.1
-
42
-
-
84856587148
-
Personal best (PB) approaches to academic development: Implications for motivation and assessment
-
Martin, A. J. (2011). Personal best (PB) approaches to academic development: Implications for motivation and assessment. Educational Practice and Theory, 33, 93-99. doi:10.7459/ept/33.1.06
-
(2011)
Educational Practice and Theory
, vol.33
, pp. 93-99
-
-
Martin, A.J.1
-
43
-
-
84857419109
-
The role of Personal Best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD
-
Martin, A. J. (2012). The role of Personal Best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD. Contemporary Educational Psychology, 37, 91-105. doi:10.1016/j.cedpsych.2012.01.002
-
(2012)
Contemporary Educational Psychology
, vol.37
, pp. 91-105
-
-
Martin, A.J.1
-
44
-
-
84879978258
-
Improving the achievement, motivation, and engagement of students with ADHD: The role of personal best goals and other growth-based approaches
-
Martin, A. J. (2013a). Improving the achievement, motivation, and engagement of students with ADHD: The role of personal best goals and other growth-based approaches. Australian Journal of Guidance and Counselling, 23, 143-155. doi:10.1017/jgc.2013.4
-
(2013)
Australian Journal of Guidance and Counselling
, vol.23
, pp. 143-155
-
-
Martin, A.J.1
-
45
-
-
84882737002
-
Academic buoyancy and academic resilience: Exploring 'everyday' and 'classic' resilience in the face of academic adversity
-
Martin, A. J. (2013b). Academic buoyancy and academic resilience: Exploring 'everyday' and 'classic' resilience in the face of academic adversity. School Psychology International, 34, 488-500. doi:10.1177/0143034312472759
-
(2013)
School Psychology International
, vol.34
, pp. 488-500
-
-
Martin, A.J.1
-
46
-
-
77952746389
-
Academic Personal Bests (PBs), engagement, and achievement: A cross-lagged panel analysis
-
Martin, A. J., & Liem, G. A. (2010). Academic Personal Bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learning and Individual Differences, 20, 265-270. doi:10.1016/j.lindif.2010.01.001
-
(2010)
Learning and Individual Differences
, vol.20
, pp. 265-270
-
-
Martin, A.J.1
Liem, G.A.2
-
47
-
-
0035578870
-
Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective
-
Martin, A. J., Marsh, H. W., & Debus, R. L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93, 87-102. doi:10.1037/0022-0663.93.1.87
-
(2001)
Journal of Educational Psychology
, vol.93
, pp. 87-102
-
-
Martin, A.J.1
Marsh, H.W.2
Debus, R.L.3
-
48
-
-
84881624296
-
Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic outcomes
-
Martin, A. J., Nejad, H. G., Colmar, S., & Liem, G. A. D. (2013). Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105, 728-746. doi:10.1037/a0032794
-
(2013)
Journal of Educational Psychology
, vol.105
, pp. 728-746
-
-
Martin, A.J.1
Nejad, H.G.2
Colmar, S.3
Liem, G.A.D.4
-
50
-
-
0001666855
-
Choosing a multivariate model: Noncentrality and goodness-of-fit
-
McDonald, R. P., & Marsh, H. W. (1990). Choosing a multivariate model: Noncentrality and goodness-of-fit. Psychological Bulletin, 107, 247-255. doi:10.1037/0033-2909.107.2.247
-
(1990)
Psychological Bulletin
, vol.107
, pp. 247-255
-
-
McDonald, R.P.1
Marsh, H.W.2
-
52
-
-
84929259369
-
If one goes up the other must come down: Examining ipsative relationships between mathematics and English self-concept trajectories across high school
-
Parker, P. D., Marsh, H. W., Morin, A. J. S., Seaton, M., & Van Zanden, B. (2015). If one goes up the other must come down: Examining ipsative relationships between mathematics and English self-concept trajectories across high school. British Journal of Educational Psychology, 85, 172-191. doi:10.1111/bjep.12050
-
(2015)
British Journal of Educational Psychology
, vol.85
, pp. 172-191
-
-
Parker, P.D.1
Marsh, H.W.2
Morin, A.J.S.3
Seaton, M.4
Van Zanden, B.5
-
53
-
-
0041961596
-
Can goal orientation be induced? Further exploration of the state versus trait debate
-
C. Sue-Chan (Chair), Symposium conducted at the annual meeting of the Canadian Psychological Association, St. Foy, QC.
-
Seijts, G. H., & Latham, B. W. (2001). Can goal orientation be induced? Further exploration of the state versus trait debate. In C. Sue-Chan (Chair), Justice, efficacy, goal orientation, culture, and creativity: New findings in motivation. Symposium conducted at the annual meeting of the Canadian Psychological Association, St. Foy, QC.
-
(2001)
Justice, efficacy, goal orientation, culture, and creativity: New findings in motivation
-
-
Seijts, G.H.1
Latham, B.W.2
-
54
-
-
84965716384
-
Validation of construct interpretations
-
Shavelson, R. J., Hubner, J. J., & Stanton, G. C. (1976). Validation of construct interpretations. Review of Educational Research, 46, 407-441. doi:10.3102/00346543046003407
-
(1976)
Review of Educational Research
, vol.46
, pp. 407-441
-
-
Shavelson, R.J.1
Hubner, J.J.2
Stanton, G.C.3
-
55
-
-
0030517768
-
Children's beliefs about intelligence and school performance
-
Stipek, D., & Gralinski, H. J. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88, 397-407. doi:10.1037/0022-0663.88.3.397
-
(1996)
Journal of Educational Psychology
, vol.88
, pp. 397-407
-
-
Stipek, D.1
Gralinski, H.J.2
-
56
-
-
85047683407
-
The role of goal orientation following performance feedback
-
VandeWalle, D., Cron, W., & Slocum, J. (2001). The role of goal orientation following performance feedback. Journal of Applied Psychology, 86, 629-640. doi:10.1037/0021-9010.86.4.629
-
(2001)
Journal of Applied Psychology
, vol.86
, pp. 629-640
-
-
VandeWalle, D.1
Cron, W.2
Slocum, J.3
-
57
-
-
84903790823
-
Personal best (PB) and 'classic' achievement goals in the Chinese context: Their role in predicting academic motivation, engagement, and buoyancy
-
Yu, K., & Martin, A. J. (2014). Personal best (PB) and 'classic' achievement goals in the Chinese context: Their role in predicting academic motivation, engagement, and buoyancy. Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 635-658. doi:10.1080/01443410.2014.895297
-
(2014)
Educational Psychology: An International Journal of Experimental Educational Psychology
, vol.34
, pp. 635-658
-
-
Yu, K.1
Martin, A.J.2
|