Motivational Issues in Gifted Education: Understanding the Role of Students’ Attribution and Control Beliefs, Self-Worth Protection and Growth Orientation
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Publisher
Springer Singapore
Link
http://link.springer.com/content/pdf/10.1007/978-981-13-3041-4_15
Reference82 articles.
1. Albaili, M. A. (2003). Motivational goal orientations of intellectually gifted achieving and underachieving students in the United Arab Emirates. Social Behavior and Personality, 31, 107–120. https://doi.org/10.2224/sbp.2003.31.2.107
2. Assouline, S. G., Colangelo, N., Ihrig, D., & Forstadt, L. (2006). Attributional choices for academic success and failure by intellectually gifted students. Gifted Child Quarterly, 50, 283–294. https://doi.org/10.1177/001698620605000402
3. Broda, M., Yun, J., Schneider, B., Yeager, D. S., Walton, G. M., & Diemer, M. (2018). Reducing inequality in academic success for incoming college students: A randomized trial of growth mindset and belonging interventions. Journal of Research on Educational Effectiveness, 11, 317–338. https://doi.org/10.1080/19345747.2018.1429037
4. Burns, E. C., Martin, A. J., & Collie, R. J. (2018a). Adaptability, personal best (PB) goal setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective. Contemporary Educational Psychology, 53, 57–72. https://doi.org/10.1016/j.cedpsych.2018.02.001
5. Burns, E. C., Martin, A. J., & Collie, R. J. (2018b). Understanding the role of personal best (PB) goal setting in students’ declining engagement: A latent growth model. Journal of Educational Psychology, 111, 557–572. https://doi.org/10.1037/edu0000291
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