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Enriching the hierarchical model of achievement motivation: examining autonomous and controlling reasons underlying achievement goals
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Personal and contextual antecedents of achievement goals: their direct and indirect relations to students' learning strategies
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Perceived structure and achievement goals as predictors of students' self-regulated learning and affect and the mediating role of competence need satisfaction
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Within-person configurations and temporal relations of personal and perceived parent-promoted aspirations to school correlates among adolescents