BalzerW. K., DohertyM. E., & O'ConnorR. (1989). Effects of cognitive feedback on performance.Psychological Bulletin,106(1), 410–433.
2.
BanduraA. (1977). Social learning theory.Englewood Cliffs, NJ: Prentice-Hall.
3.
BanduraA. (1986). Social foundations of thought and action: A social cognitive theory.Englewood Cliffs, NJ: Prentice-Hall.
4.
BanduraA. (1988). Self-regulation of motivation and action through goal systems. In HamiltonV., BowerG. H., & FridaN. H. (Eds.), Cognitive perspectives on emotion and motivation (pp. 37–61). Dordrecht, The Netherlands: Kluwer.
5.
BanduraA. (1993). Perceived self-efficacy in cognitive development and functioning.Educational Psychologist,28(2), 117–148.
6.
BanduraA. (1997). Self-efficacy: The exercise of control.New York: Freeman.
7.
BaumeisterR. F. (1998). The self. In GilbertD. T., FiskeS. T., & LindzeyG. (Eds.), Handbook of social psychology (4th ed., pp. 680–740). New York: McGraw-Hill.
8.
BaumeisterR. F., BratslavskyE., MuravenM., & TiceD. M. (1998). Ego-depletion: Is the active self a limited resource?Journal of Personality and Social Psychology,74(5), 1252–1265.
9.
BaumeisterR. F., & HeathertonT. F. (1996). Self-regulation failure: An overview.Psychological Inquiry,7, 1–15.
10.
BaumeisterR. F., HeathertonT. F., & TiceD. M. (1994). Losing control: How and why people fail at self-regulation.San Diego, CA: Academic Press.
11.
BerndtT. J., LaychakA. E., & ParkK. (1990). Friends’ influence on adolescents’ academic achievement motivation: An experimental study.Journal of Educational Psychology,82(4), 64–67.
12.
BerndtT. J., & MillerK. E. (1990). Expectancies, values and achievement in junior high school.Journal of Educational Psychology,82(2), 319–326.
13.
BoekaertsM. (1994). Action control: How relevant is it for classroom learning? In KuhlJ., & BeckmannJ. (Eds.), Volition and personality: Action versus state orientation (pp. 427–435). Seattle, WA: Hogrefe & Huber.
14.
BongM., & ClarkR. E. (1999). Comparison between self-concept and self-efficacy in academic motivation research.Educational Psychologist,34(5), 139–154.
15.
BrownA. L., BransfordJ. D., CampioneJ. C., & FerraraR. A. (1983). Learning, remembering and understanding. In FlavellJ., & MarkhamE. (Eds.), Handbook of child psychology: Vol. 3. Cognitive development (pp. 77–166). New York: Wiley.
16.
BrownB. B. (1989). The role of peer groups in adolescents’ adjustments to secondary school. In BerndtT. J., & LaddG. W. (Eds.), Peer relationships in child development (pp. 188–215). New York: Wiley.
17.
ButlerD. L., & WinneP. H. (1995). Feedback and self-regulated learning: A theoretical synthesis.Review of Educational Research,65(5), 245–281.
18.
CarverC. S., & ScheierM. F. (1990). Origins and functions of positive and negative affect: A control-process view.Psychological Review,97(1), 19–35.
19.
ChinnC. A., & BrewerW. F. (1993). The role of anamolous data in knowledge acquisition: A theoretical framework and implications for science instruction.Review of Educational Research,63, 1–49.
20.
CornoL. (1986). The metacognitive control components of self-regulated learning.Contemporary Educational Psychology,11(4), 333–346.
21.
CornoL. (1993). The best laid plans.Educational Researcher,22(2), 14–22.
22.
CornoL., & KanferR. (1993). The role of volition in learning and performance.Review of Research in Education,19, 301–341.
23.
CornoL., & MandinachE. (1983). The role of cognitive engagement in classroom learning and motivation.Educational Psychologist,18(2), 88–100.
24.
CornoL., & RohrkemperM. (1985). The intrinsic motivation to learn in classrooms. In AmesC., & AmesR. (Eds.), Research on motivation: Vol. 2. The classroom milieu (pp. 53–90). New York: Academic Press.
25.
DweckC. S. (1986). Motivational processes affecting learning.American Psychologist,41(10), 1040–1048.
DweckC. S., & LegettE. L. (1988). A social-cognitive approach to motivation and personality.Psychology Review,95, 256–273.
28.
ErtmerP. A. (1995). Learning from case-based instruction: The role of perceived value, learning orientation, and reflective self-regulation. Unpublished doctoral dissertation, Purdue University, West Lafayette, IN.
29.
GrahamS., & GolanS. (1991). Motivational influences on cognition: Task involvement, ego development, and depth of information processing.Journal of Educational Psychology,83(2), 187–194.
30.
HansfordB. C., & HattieJ. A. (1982). The relationship between self and achievement/performance measures.Review of Educational Research,52(1), 123–142.
31.
HeckhausenH., & KuhlJ. (1985). From wishes to action: The dead-ends and shortcuts on the long way to action. In FreseM., & SabiniJ. (Eds.), Goal-directed behavior: The concept of action in psychology (pp. 134–160). Hillsdale, NJ: Erlbaum.
32.
HigginsE. T. (1996). The “self digest”: Self-knowledge serving self-regulatory functions.Journal of Personality and Social Psychology,71(6), 1062–1083.
33.
Iran-NejadA. (1990). Active and dynamic self-regulation of learning processes.Review of Educational Research,60(4), 573–602.
34.
KanferF. H. (1977). The many faces of self-control, or behavior modification changes its focus. In StuartR. B. (Ed.), Behavior self-management (pp. 1–48). New York: Brunner/Mazel.
35.
KanferR., & AckermanP. L. (1989). Motivation and cognitive abilities: An integrative aptitude-treatment interaction approach to skill acquisition.Journal of Applied Psychology,74(4), 657–690.
36.
KindermanT. A. (1993). Natural peer groups as contexts for individual development: The case for children's in school.Developmental Psychology,29(6), 970–977.
37.
KleinR. (1997). Teacher efficacy and developmental math instructors at an urban university: An exploratory analysis of the relationships among personal factors, teacher behaviors, and perceptions of the environment. Unpublished doctoral dissertation, University of Akron, OH.
38.
KuhlJ., & GoschkeT. (1994). A theory of action control: Mental subsystems, modes of control, and volitional conflict resolution strategies. In KuhlJ., & BeckmanJ. (Eds.), Volition and personality: Action versus state orientation (pp. 93–124). Seattle, WA: Hogrefe & Huber.
39.
LeyK., & YoungD. B. (1998). Self-regulation behaviors in underprepared (developmental) and regular admission college students.Contemporary Educational Psychology,23(1), 42–64.
40.
MarxR. W., & WalshJ. (1988). Learning from academic tasks.Elementary School Journal,88(3), 207–219.
41.
MeeceJ. L., BlumenfeldP. C., & HoyleR. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities.Journal of Educational Psychology,80(4), 514–523.
42.
MillerR. B., GreeneB. A., MontalvoG. B., BhuvaneswariR., & NicholsJ. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability.Contemporary Education Psychology,21(4), 467–476.
43.
MischelW. (1996). From good intentions to willpower. In GollwitzerP., & BarghJ. (Eds.), The psychology of action (pp. 197–218). New York: Guilford.
44.
MithaugD. E. (1993). Self-regulation theory: How optimal adjustment maximizes growth.Westport, CT: Praeger.
45.
MultonK. D., BrownS. D., & LentR. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation.Journal of Counseling Psychology,38(1), 30–38.
46.
MuravenM., BaumeisterR. F., & TiceD. M. (1999). Longitudinal improvement of self-regulation through practice: Building self-control strength through repeated exercise.Journal of Social Psychology,139(4), 446–457.
47.
MuravenM., TiceD. M., & BaumeisterR. F. (1998). Self-control as limited resource: Regulatory depletion patterns.Journal of Personality and Social Psychology,74(3), 774–789.
48.
NichollsJ. G. (1989). The competitive ethos and democratic education.Cambridge, MA: Harvard University Press.
49.
NicholsJ. D. (1996). Cooperative learning: A motivational tool to enhance student persistence, self-regulation, and efforts to please teachers and parents.Educational Research and Evaluation,2(3), 246–260.
50.
NicholsJ. D. (1998). Multiple perspectives of collaboration research.International Journal of Educational Reform,7(2), 150–157.
51.
NicholsJ. D., & SteffyB. (1999). An evaluation of success in an alternative learning program: Motivational impact vs. completion rate.Educational Review,51(3), 274–279.
52.
NicholsJ., & WhiteJ. (2003). Impact of peer networks on achievement of high school algebra students.Journal of Educational Research.
53.
PajaresF., MillerM. D., & JohnsonM. J. (1999). Gender differences in writing self-beliefs in elementary students.Journal of Educational Psychology,91(11), 50–61.
54.
PerkinsD. N., & SimmonsR. (1988). Patterns of misunderstanding: An integrative model for science and programming.Review of Educational Research,58, 303–326.
55.
PintrichP. R. (1995). Understanding self-regulated learning. In PintrichP. R. (Ed.), Understanding self-regulated learning (pp. 3–12). San Francisco: Jossey-Bass.
56.
PintrichP. R., & DeGrootE. V. (1990). Motivational and self-regulated learning components of classroom academic performance.Journal of Educational Psychology,82(11), 33–40.
57.
ReedJ. L., HagenA. S., WickerF. W., & SchallertD. L. (1996). Involvement as a temporal dynamic: Affective factors in studying exams.Journal of Educational Psychology,88(1), 101–109.
58.
ReedJ. L., & SchallertD. L. (1993). The nature of involvement in academic discourse tasks.Journal of Educational Psychology,85(2), 253–256.
59.
RosenthalT. L., & ZimmermanB. J. (1978). Social learning and cognition.New York: Academic Press.
60.
SchnedekerJ. (1998). Psychological factors in school achievement. Unpublished doctoral dissertation, Rutgers University, New Brunswick, NJ.
61.
SchulloS. (1996). Individual and bi-directional implicit beliefs of algebra I teachers of different SES background and their low SES students. Unpublished doctoral dissertation, University of California, Los Angeles.
62.
SchunkD. (1985). Self-efficacy and school learning.Psychology in Schools,22(2), 208–223.
63.
SchunkD. (1989). Self-efficacy and cognitive school learning. In AmesC., & AmesR. (Eds.), Research on motivation in education: Goals and cognitions (pp. 13–44). San Diego, CA: Academic Press.
64.
SchunkD. (1991). Self-efficacy and academic motivation.Educational Psychologist,26(3-4), 207–231.
65.
ShavelsonR. J., HubnerJ. J., & StantonG. C. (1976). Self concept: Validation of construct interpretations.Review of Educational Research,46(3), 407–441.
66.
SnowR. E., ComoL., & JacksonD.III (1996). Individual differences in affective and cognitive functions. In BerlinerD. C., & CalfeeR. C. (Eds.), Handbook of educational psychology (pp. 243–311). New York: Macmillan.
67.
TrawickL., & ComoL. (1995). Expanding the volitional resources of urban community college students.New Directions for Teaching and Learning,63, 57–70.
68.
WhiteJ., & NicholsJ. D. (1998, April). Adolescent friendship cliques and peripheral peer networks: A comparison of the social, cognitive, and motivation traits and processes of low and upper track algebra I students. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
69.
WhiteJ., & NicholsJ. D. (1999, April). Adolescent peer group orientation: A process approach to the relationships found among the socio-cognitive, motivation and achievement profiles of friendship cliques and peripheral networks in lower and regular track algebra I. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
70.
WinneP. H., & MarxR. W. (1982). Students’ and teachers’ views of teaching processes for classroom learning.Elementary School Journal,82(5), 493–518.
71.
ZimmermanB. (1986). Development of self-regulated learning: Which are the key subprocesses?Contemporary Educational Psychology,16, 307–313.
72.
ZimmermanB. J. (1989). A social-cognitive view of self-regulated learning.Journal of Educational Psychology,81(3), 329–339.
73.
ZimmermanB. J. (1995). Self-efficacy and educational development. In BanduraA. (Ed.), Self-efficacy in changing societies (pp. 202–231). New York: Cambridge University Press.
74.
ZimmermanB. J., & PonsM. (1986). Development of a structured interview for assessing use of self-regulated learning strategies.American Educational Research Journal,23(4), 614–628.
75.
ZimmermanB. J., & PonsM. (1990). Student differences in self-regulated learning: Relating grade, sex, and giftedness to self-efficacy and strategy use.Journal of Educational Psychology,82(1), 51–59.