Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.
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Teach It, Don't Preach It: The Differential Effects of Directly-communicated and Self-generated Utility Value InformationUsing Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School.The Role of Mothers' Communication in Promoting Motivation for Math and Science Course-Taking in High School.How to Improve Adolescent Stress Responses: Insights From Integrating Implicit Theories of Personality and Biopsychosocial ModelsThe Academic Diligence Task (ADT): Assessing Individual Differences in Effort on Tedious but Important Schoolwork.Closing the Communal Gap: The Importance of Communal Affordances in Science Career Motivation.To Grab and To Hold: Cultivating communal goals to overcome cultural and structural barriers in first generation college students' science interestMeasurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational PurposesClosing achievement gaps with a utility-value intervention: Disentangling race and social classComparative study of goal contents and goal characteristics between medical and business studentsHarnessing adolescent values to motivate healthier eating.How Not to Do a Mindset Intervention: Learning from a Mindset Intervention among Students with Good Grades.Minding and mending the gap: Social psychological interventions to reduce educational disparities.World-class expertise: a developmental model.Reciprocal feedback between self-concept and goal pursuit in daily life.A Goal Congruity Model of Role Entry, Engagement, and Exit: Understanding Communal Goal Processes in STEM Gender Gaps.Research Microcultures as Socialization Contexts for Underrepresented Science Students.Purpose and Character Development in Early Adolescence.Using wise interventions to motivate deliberate practice.Leveraging Mindsets to Promote Academic Achievement: Policy Recommendations.The Kids are All Right? Income Inequality and Civic Engagement among Our Nation's Youth.Growth in Adolescent Self-Regulation and Impact on Sexual Risk-Taking: A Curve-of-Factors Analysis.Development and Validation of a Spanish Version of the Grit-S Scale.Motivating the academic mind: High-level construal of academic goals enhances goal meaningfulness, motivation, and self-concordancePart 2: Goals, Mindset, and Self-RegulationMaking Learning Personally Meaningful: A New Framework for Relevance ResearchEfficacy of self-control and patience interventions in adolescentsMoral-Character Development for Teacher Education
P2860
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P2860
Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.
description
2014 nî lūn-bûn
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2014 թուականի Հոկտեմբերին հրատարակուած գիտական յօդուած
@hyw
2014 թվականի հոտեմբերին հրատարակված գիտական հոդված
@hy
2014年の論文
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2014年論文
@yue
2014年論文
@zh-hant
2014年論文
@zh-hk
2014年論文
@zh-mo
2014年論文
@zh-tw
2014年论文
@wuu
name
Boring but important: a self-t ...... sters academic self-regulation
@nl
Boring but important: a self-t ...... ters academic self-regulation.
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Boring but important: a self-t ...... ters academic self-regulation.
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type
label
Boring but important: a self-t ...... sters academic self-regulation
@nl
Boring but important: a self-t ...... ters academic self-regulation.
@ast
Boring but important: a self-t ...... ters academic self-regulation.
@en
prefLabel
Boring but important: a self-t ...... sters academic self-regulation
@nl
Boring but important: a self-t ...... ters academic self-regulation.
@ast
Boring but important: a self-t ...... ters academic self-regulation.
@en
P2093
P2860
P50
P356
P1476
Boring but important: a self-t ...... ters academic self-regulation.
@en
P2093
Brian J Spitzer
David Paunesku
David S Yeager
Marlone D Henderson
Sidney D'Mello
P2860
P304
P356
10.1037/A0037637
P407
P577
2014-10-01T00:00:00Z