Boosting human and social capital in the university: The role of seeking challenges on academic performance
Ames, C. (1992). Classrooms: Goals, structures,and student motivation. Journal of EducationalPsychology, 84, 261-271.
Anderman, L.H. (2004). Contemporary Issueson Motivation Introduction: Student motiva-tion across subject-area domains. Journal ofEducational Research, 97, 283-285.
Anderman, E.M. e Midgley, C. (1997). Changesin achievement goal orientations, perceivedacademic competence, and grades across thetransitiontomiddle-levelschools.ContemporaryEducational Psychology, 22, 269-298.
Boekaerts, M., Otten, R. e Voeten, R. (2003).Examination performance: Are students’ caus-al attributions school-subject specific? Anxiety,Stress, and Coping, 16, 331-342.
Bong, M. (2001). Between – and within – domainrelations of academic motivation among mid-dle and high school students: Self-efficacy,task-value, and achievement goals. Journal ofEducational Psychology, 93, 23-34.
Bong, M. (2004). Academic motivation in self-efficacy, task-value, achievement goal orien-tations, and attributional beliefs. Journal ofEducational Research, 97, 287-297.
Bouffard, T. e Couture, N. (2003). Motivation-al profile and academic achievement amongstudents enrolled in different schooling tracks.Educational Studies, 29, 19-38.
Pintrich, P.R. e Garcia, T. (1991). Student goalorientation and self-regulation in the collegeclassroom. In M.L. Maehr e P.R. Pintrich (Eds.),Advances in motivation and achievement: Vol. 7(pp. 371-402). Greenwich, CT: JAI Press.
Roeser, R.W., Midgley, C. e Urdan, T.C. (1996).Perceptions of the school psychological envi-ronment and early adolescents’ psychologicaland behavioral functioning in school: Themediating role of goals and belonging. Journalof Educational Psychology, 88, 408-422.
Spera, C. e Wentzel, K.R. (2003). Congruencebetween students’ and teachers’ goals: Implica-tions for social and academic motivation. Interna-tional Journal of Educational Research, 39, 395-413.
Spinath, B. e Spinath, F.M. (2005). Longitudinalanalysis of the link between learning motivationand competence beliefs among elementary schoolchildren. Learning and Instruction, 15, 87-102.
Urdan,T.(2004).Predictorsofacademicself-handicap-ping and achievement: Examining achievementgoals, classroom goal structures, and culture.Journal of Educational Psychology, 96, 251-264.
Urdan, T., Midgley, C. e Anderman, E. M. (1998).The role of classroom goal structure in students’use of self-handicapping strategies. AmericanEducational Research Journal, 35, 101-122.
Urdan, T., Solek, M. e Schoenfelder, E. (2004). Stu-dents’ perceptions of family influences on their aca-demic motivation: A qualitative analysis. EuropeanJournal of Psychology of Education, 22, 7-21.
Wigfield, A. e Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Con-temporary Educational Psychology, 25, 68-81.
Wolters,C.A.(2004).Advancingachievementgoalthe-ory: Using goal structures and goal orientations topredictstudents’motivation,cognition,andachieve-ment. Journal of Educational Psychology, 96, 236-250.
Wolters, C.A., Yu, S.L. e Pintrich, P.R. (1996). Therelation between goal orientation and students’motivational beliefs and self-regulated learning.Learning and Individual Differences, 8, 211-238.
Zusho, A., Pintrich, P.R. e Cortina, K. S. (2005).Motives,goals,andadaptivepatternsofperformancein Asian American and Anglo American students.Learning and Individual Differences, 15, 141-158.
OECD (2010). PISA 2009 results: What studentsknow and can do – Student performance inreading, mathematics and science (Volume I).http://dx.
doi.org/10.1787/9789264091450-en.First published November 7, 2024
First published November 7, 2024
First published November 7, 2024
First published November 7, 2024
3818
128
Giunti Psychometrics
Giunti Psychometrics is the historic publisher of psychometric tests, psychology books, CME training courses and psychodiagnostic tools.
Scientific Director: Alessandro Zennaro
Copyright © 2021 by Giunti Psychometrics
