What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement.

C Mega, L Ronconi, R De Beni - Journal of educational …, 2014 - psycnet.apa.org
The authors propose a theoretical model linking emotions, self-regulated learning, and
motivation to academic achievement. This model was tested with 5,805 undergraduate …

Argumentation for learning: Well-trodden paths and unexplored territories

CSC Asterhan, BB Schwarz - Educational Psychologist, 2016 - Taylor & Francis
There is increasing consensus among psycho-educational scholars about argumentation as
a means to improve student knowledge and understanding of subject matter. In this article …

Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions

C Senko, CS Hulleman… - Educational …, 2011 - Taylor & Francis
Achievement goal theory has been one of the most prominent theories of motivation in
educational research for more than 25 years. It has undergone considerable revision during …

Motivation matters: Interactions between achievement goals and agent scaffolding for self-regulated learning within an intelligent tutoring system

MC Duffy, R Azevedo - Computers in Human Behavior, 2015 - Elsevier
In this study, we examined the influence of achievement goals and scaffolding on self-
regulated learning (SRL) and achievement within MetaTutor, a multi-agent intelligent …

Achievement goal orientations and academic well-being across the transition to upper secondary education

H Tuominen-Soini, K Salmela-Aro… - Learning and individual …, 2012 - Elsevier
The aim of this study was to examine students'(N= 579) achievement goal orientation
profiles, the temporal stability of these profiles across the transition to upper secondary …

Examining self-efficacy during learning: Variability and relations to behavior, performance, and learning

ML Bernacki, TJ Nokes-Malach, V Aleven - Metacognition and Learning, 2015 - Springer
Self-regulated learning (SRL) theorists propose that learners' motivations and cognitive and
metacognitive processes interact dynamically during learning, yet researchers typically …

Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement.

KR Muis, MC Duffy - Journal of Educational Psychology, 2013 - psycnet.apa.org
The purpose of this study was to assess the effectiveness of an intervention designed to
foster epistemic change over the course of 1 semester. The intervention was based on …

Feedback providing improvement strategies and reflection on feedback use: Effects on students' writing motivation, process, and performance

H Duijnhouwer, FJ Prins, KM Stokking - Learning and Instruction, 2012 - Elsevier
This study investigated the effects of feedback providing improvement strategies and a
reflection assignment on students' writing motivation, process, and performance. Students in …

Stability and change in achievement goal orientations: A person-centered approach

H Tuominen-Soini, K Salmela-Aro… - Contemporary Educational …, 2011 - Elsevier
Two longitudinal studies used a person-centered approach to examine the stability and
change in students' achievement goal orientations within a school year (ie, during 9th grade; …

Achievement goals, emotions, learning, and performance: A process model.

J Ranellucci, NC Hall, T Goetz - Motivation Science, 2015 - psycnet.apa.org
The present study evaluates the relations between achievement goals, emotions, learning
strategies, and performance as informed by Pekrun's control-value theory of emotions …