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Results: 1-13 |
Results: 13
Avoiding seeking help in the classroom: Who and why?
Authors: Ryan, AM Pintrich, PR Midgley, C
Citation: Am. Ryan et al., Avoiding seeking help in the classroom: Who and why?, EDUC PSYC R, 13(2), 2001, pp. 93-114
Goal orientation and self-regulated learning in the college classroom: A cross-cultural comparison
Authors: Pintrich, PR Zusho, A Schiefele, U Pekrun, R
Citation: Pr. Pintrich et al., Goal orientation and self-regulated learning in the college classroom: A cross-cultural comparison, PL S HUMAN, 2001, pp. 149-169
Conceptual change in teachers' intuitive conceptions of learning, motivation, and instruction: The role of motivational and epistemological beliefs
Authors: Patrick, H Pintrich, PR
Citation: H. Patrick et Pr. Pintrich, Conceptual change in teachers' intuitive conceptions of learning, motivation, and instruction: The role of motivational and epistemological beliefs, EDUC PSYCHO, 2001, pp. 117-143
An achievement goal theory perspective on issues in motivation terminology, theory, and research
Authors: Pintrich, PR
Citation: Pr. Pintrich, An achievement goal theory perspective on issues in motivation terminology, theory, and research, CONT ED PSY, 25(1), 2000, pp. 92-104
Issues in self-regulation theory and research
Authors: Pintrich, PR
Citation: Pr. Pintrich, Issues in self-regulation theory and research, J MIND BEH, 21(1-2), 2000, pp. 213-219
Educational psychology at the millennium: A look back and a look forward
Authors: Pintrich, PR
Citation: Pr. Pintrich, Educational psychology at the millennium: A look back and a look forward, EDUC PSYCH, 35(4), 2000, pp. 221-226
Multiple goals, multiple pathways: The role of goal orientation in learning and achievement
Authors: Pintrich, PR
Citation: Pr. Pintrich, Multiple goals, multiple pathways: The role of goal orientation in learning and achievement, J EDUC PSYC, 92(3), 2000, pp. 544-555
Motivation for achievement: Possibilities for teaching and learning
Authors: Pintrich, PR
Citation: Pr. Pintrich, Motivation for achievement: Possibilities for teaching and learning, CONT PSYCHO, 45(2), 2000, pp. 207-210
Taking control of research on volitional control: Challenges for future theory and research
Authors: Pintrich, PR
Citation: Pr. Pintrich, Taking control of research on volitional control: Challenges for future theory and research, LEARN IND D, 11(3), 1999, pp. 335-354
The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning
Authors: Patrick, H Ryan, AM Pintrich, PR
Citation: H. Patrick et al., The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning, LEARN IND D, 11(2), 1999, pp. 153-171
The role of goals and affect in working memory functioning
Authors: Linnenbrink, EA Ryan, AM Pintrich, PR
Citation: Ea. Linnenbrink et al., The role of goals and affect in working memory functioning, LEARN IND D, 11(2), 1999, pp. 213-230
Understanding interference and inhibition processes from a motivational and self-regulated learning perspective: Comments on Dempster and Corkill
Authors: Pintrich, PR
Citation: Pr. Pintrich, Understanding interference and inhibition processes from a motivational and self-regulated learning perspective: Comments on Dempster and Corkill, EDUC PSYC R, 11(2), 1999, pp. 105-115
Perspectives on conceptual change: Multiple ways to understand knowing andlearning in a complex world
Authors: Pintrich, PR
Citation: Pr. Pintrich, Perspectives on conceptual change: Multiple ways to understand knowing andlearning in a complex world, CONT PSYCHO, 44(2), 1999, pp. 145-148
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