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Learning and Individual Differences
Papers
2012
Papers 2012
1 page of 202 pages (2,012 results)
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#1Friederike Helm (CAU: University of Kiel)H-Index: 8
#2A. Katrin ArensH-Index: 16
Last. Jens Möller (CAU: University of Kiel)H-Index: 31
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Abstract The Generalized Internal/External Frame of Reference Model offers a framework according to which the perception of teacher characteristics might impact on students' motivation within and between subjects. In the present study, relations between perceived teacher unfairness and student motivation in math and German were examined. In a sample of N = 1685 German secondary school students, perceived teacher unfairness was found to be negatively related with student self-concept, interest, a...
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#1Liying Feng (FSU: Florida State University)H-Index: 1
#2Mostafa Papi (FSU: Florida State University)H-Index: 8
Abstract The study explored the role of Grit and future selves in motivational intensity and persistence in second language (L2) learning. Questionnaire data were collected from 94 learners of Chinese as a foreign language in the context of the United States. Multiple regression results showed that the Perseverance of Effort (POE) component of Grit along with Ideal L2 Self/Own and Ought L2 Self/Own significantly predicted Motivational Intensity. In addition, the relationship between POE and Moti...
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#1Ross C. Hollett (ECU: Edith Cowan University)H-Index: 2
#2Gilles E. Gignac (UWA: University of Western Australia)H-Index: 27
Last. Paul Chang (ECU: Edith Cowan University)H-Index: 7
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Abstract Some research suggests that university lecture attendance positively correlates with academic performance. Although there are several motivational pathways which may explain attendance, few studies have examined the psychosocial factors leading to student attendance intentions and behavior. Consequently, we evaluated via structural equation modeling (SEM) two prominent motivational theories to help explain lecture attendance: Self-Determination Theory (SDT) and The Theory of Planned Beh...
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#1Kevin L. Rand (IUPUI: Indiana University – Purdue University Indianapolis)H-Index: 19
#2Mackenzie L. Shanahan (IUPUI: Indiana University – Purdue University Indianapolis)
Last. Sarah K. Fortney (IUPUI: Indiana University – Purdue University Indianapolis)H-Index: 1
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Abstract Objective Snyder's (1994) hope and Scheier and Carver's (1985) optimism have been shown to independently predict academic performance and changes in subjective well-being. This study seeks to clarify their unique associations. Method An undergraduate class (N = 334, 59.6% female, 75.7% Caucasian, M = 19.89 years) was studied at two time points in a semester. Students predicted their expected grade in the course and completed measures of hope, optimism, and subjective well-being (i.e., p...
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#1You-kyung Lee (Sookmyung Women's University)
#2Eunsoo Cho (MSU: Michigan State University)H-Index: 9
Last. Cary J. Roseth (MSU: Michigan State University)H-Index: 19
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Abstract The purpose of this study was to identify sixth graders' motivational profiles based on achievement goals and self-efficacy (n = 275) and to examine how these profiles relate to students' attitudes about social interdependence (cooperation, competition) and socio-cognitive conflict regulation (epistemic, competitive-relational, protective-relational). Latent profile analysis identified four profiles—(1) low mastery-approach goals with average other scores (Low Mastery), (2) high scores ...
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#1Mikaël De Clercq (UCL: Université catholique de Louvain)H-Index: 4
#2Benoît Galand (UCL: Université catholique de Louvain)H-Index: 17
Last. Mariane Frenay (UCL: Université catholique de Louvain)H-Index: 16
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Abstract The growing heterogeneity among first year university students is a challenge for achievement in Higher Education. A better consideration of student diversity could help to gain a greater understanding of freshmen adaptation to university life. This study aims to develop a perspective that could address the diversity in student backgrounds and experiences. Two complementary methods were carried out. First, we employed latent profiles analyses to classify 1339 freshmen according to the c...
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#1Mauricio Robayo-Tamayo (UnB: University of Brasília)
#2Luis Manuel Blanco-Donoso (UAM: Autonomous University of Madrid)H-Index: 4
Last. Eva Garrosa (UAM: Autonomous University of Madrid)H-Index: 19
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Abstract Based on the Job Demands-Resources (JD-R) model, this diary study investigated the mediator role of academic resources in the relationship between personal resources and variables of well-being. The study postulates that the perceived level of academic support received by students during the day mediates the relationship between the levels of self-efficacy and curiosity, measured early in the day, and the level of academic engagement measured at the end of the day. Ninety-four undergrad...
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#1Luke K. Fryer (HKU: University of Hong Kong)H-Index: 13
#2Andrew Thompson (Kyushu Sangyo University)H-Index: 4
Last. Andrew Gallacher (Kyushu Sangyo University)
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Abstract Interest and self-efficacy are crucial to academic success. This study addresses two gaps in our understanding of their development and support during university courses: how prior self-efficacy and interest plays a role in, and how different classroom activities build toward the development of students' future interest and self-efficacy. In this study the interplay between ability-beliefs (self-efficacy/self-concept) and interest at three levels of specificity (Domain, Course and Task)...
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#1Lisette Hornstra (UU: Utrecht University)H-Index: 8
#2A.W.E.A. Bakx (Radboud University Nijmegen)H-Index: 1
Last. Jaap J. A. Denissen (Tilburg University)H-Index: 40
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Abstract Self-determination theory posits that students' motivation is fostered when students' basic psychological needs for autonomy, competence, and relatedness are satisfied. There are indications that teachers support the needs of gifted students differently than the needs of non-gifted students. However, research on need support and need satisfaction among gifted students is scarce as well as research on how motivation of gifted students can be promoted. Questionnaires were filled out by 19...
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Top fields of study
Developmental psychology
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Cognitive psychology
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