Characterizing Personal Educational Goals: Inter-rater Agreement on a Tagset Reveals Domain-Specific Limitations of the External Perspective-Reference-Cited by-同舟云学术

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Characterizing Personal Educational Goals: Inter-rater Agreement on a Tagset Reveals Domain-Specific Limitations of the External Perspective

Published:2022 Issue: Volume: Page:57-80
ISSN:2662-5628
Container-title:Cognition and Exploratory Learning in the Digital Age
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Author:

Weber Felix,Thelen Tobias

Publisher

Springer International Publishing

Link

https://link.springer.com/content/pdf/10.1007/978-3-030-90944-4_4

Reference71 articles.

1. Ahn, H., Clermont, M., Dyckhoff, H., & Höfer-Diehl, Y. (2012). Entscheidungsanalytische Strukturierung fundamentaler Studienziele. Zeitschrift für Betriebswirtschaft, 82(11), 1229–1257. https://doi.org/10.1007/s11573-012-0625-5

2. Alessandri, G., Borgogni, L., Latham, G. P., Cepale, G., Theodorou, A., & De Longis, E. (2020). Self-set goals improve academic performance through nonlinear effects on daily study performance. Learning and Individual Differences, 77, 101784. https://doi.org/10.1016/j.lindif.2019.101784

3. Amer, A. (2006). Reflections on bloom’s revised taxonomy. Electronic Journal of Research in Educational Psychology, 4(8), 213–230.

4. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261

5. Ames, C., & Archer, J. (1987). Mothers’ beliefs about the role of ability and effort in school learning. Journal of Educational Psychology, 79(4), 409–414. https://doi.org/10.1037/0022-0663.79.4.409

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