The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance-Reference-Cited by-同舟云学术

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The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance

Published:2019-02-14 Issue:4 Volume:39 Page:470-488
ISSN:0144-3410
Container-title:Educational Psychology
language:en
Short-container-title:Educational Psychology

Author:

Manganelli Sara¹^ORCID,Cavicchiolo Elisa¹,Mallia Luca²,Biasi Valeria³,Lucidi Fabio⁴,Alivernini Fabio¹

Affiliation:

1. National Institute for the Evaluation of the Education System (INVALSI), Rome, Italy;

2. Department of Movement, Human and Health Sciences, University of Rome “Foro Italico”, Rome, Italy;

3. Department of Education, Roma Tre University, Rome, Italy;

4. Department of Developmental and Social Psychology, Sapienza University of Rome, Rome, Italy

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/01443410.2019.1572104

Reference70 articles.

1. Assessment of academic motivation: A mixed methods study

2. Country, School and Students Factors Associated with Extreme Levels of Science Literacy Across 25 Countries

3. The classmates social isolation questionnaire (CSIQ): An initial validation

4. Immigrant background and gender differences in primary students' motivations toward studying

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