Authors: KARABENICK SA COLLINSEAGLIN J

Citation: Sa. Karabenick et J. Collinseaglin, RELATION OF PERCEIVED INSTRUCTIONAL GOALS AND INCENTIVES TO COLLEGE-STUDENTS USE OF LEARNING-STRATEGIES, The Journal of experimental education, 65(4), 1997, pp. 331-341

Authors: KARABENICK SA

Citation: Sa. Karabenick, SOCIAL INFLUENCES ON METACOGNITION - EFFECTS OF COLEARNER QUESTIONINGON COMPREHENSION MONITORING, Journal of educational psychology, 88(4), 1996, pp. 689-703

Authors: BRACKNEY BE KARABENICK SA

Citation: Be. Brackney et Sa. Karabenick, PSYCHOPATHOLOGY AND ACADEMIC-PERFORMANCE - THE ROLE OF MOTIVATION ANDLEARNING-STRATEGIES, Journal of counseling psychology, 42(4), 1995, pp. 456-465

Authors: KARABENICK SA

Citation: Sa. Karabenick, RELATION OF PERCEIVED TEACHER SUPPORT OF STUDENT QUESTIONING TO STUDENTS BELIEFS ABOUT TEACHER ATTRIBUTIONS FOR QUESTIONING AND PERCEIVED CLASSROOM LEARNING-ENVIRONMENT, Learning and individual differences, 6(2), 1994, pp. 187-204

Authors: KARABENICK SA SHARMA R

Citation: Sa. Karabenick et R. Sharma, PERCEIVED TEACHER SUPPORT OF STUDENT QUESTIONING IN THE COLLEGE CLASSROOM - ITS RELATION TO STUDENT CHARACTERISTICS AND ROLE IN THE CLASSROOM QUESTIONING PROCESS, Journal of educational psychology, 86(1), 1994, pp. 90-103