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Student Self-Efficacy, Classroom Engagement, and Academic Achievement: Comparing Three Theoretical Frameworks
Élizabeth Olivier, Isabelle Archambault, Mikaël De Clercq, Benoît Galand
UCLouvain Université de Montréal
来源Journal of Youth and Adolescence
年份2018
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学术脉络
学科主题
社会科学Education, Achievement, and Giftedness
Early Childhood Education and Development · Motivation and Self-Concept in Sports
参考文献 69
The construction of social norms and standards.
被引 254Dale T. Miller, Deborah A. Prentice · 1996
A reciprocal effects model of the causal ordering of self-concept and achievement : new support for the benefits of enhancing self-concept
被引 47Herbert W. Marsh, Rhonda G. Craven · 2005
Jingle, Jangle, and Conceptual Haziness: Evolution and Future Directions of the Engagement Construct
被引 979Amy L. Reschly, Sandra L. Christenson · Springer eBooks · 2012
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引用本文 261
The impact of gamification on learning and instruction: A systematic review of empirical evidence
被引 963Zamzami Zainuddin, Samuel Kai Wah Chu, Muhammad Shujahat · Educational Research Review · 2020
All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement
被引 211Katharina Schnitzler, Doris Holzberger, Tina Seidel · European Journal of Psychology of Education · 2020
The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time
被引 206Gaetana Affuso, Anna Zannone, Concetta Esposito · European Journal of Psychology of Education · 2022
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