The DOI matches its Crossref record; 64 of the 64 references it cites were found in a registry or an index.
The relationship between the big-five model of personality and self-regulated learning strategies
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Citations
Cites
Baron, R. M., & Kenny, D. A. (1986) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.51.6.1173 · Cited by 91,532
Tabachnick, B. G., & Fidell, L. S. (1983) · Cited by 79,867
(1985) · Medical Entomology and Zoology · Cited by 19,180
THE BIG FIVE PERSONALITY DIMENSIONS AND JOB PERFORMANCE: A META‐ANALYSIS
BARRICK, M. R., & MOUNT, M. K. (1991) · Personnel Psychology · doi:10.1111/j.1744-6570.1991.tb00688.x · Cited by 8,689
Motivational and self-regulated learning components of classroom academic performance.
Pintrich, P. R., & De Groot, E. V. (1990) · Journal of Educational Psychology · doi:10.1037/0022-0663.82.1.33 · Cited by 8,332
Validation of the five-factor model of personality across instruments and observers.
McCrae, R. R., & Costa, P. T. (1987) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.52.1.81 · Cited by 6,404
The development of markers for the Big-Five factor structure
Goldberg, L. R. (1992) · Psychological Assessment · doi:10.1037/1040-3590.4.1.26 · Cited by 5,530
The Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173
Handbook of educational psychology
(1997) · Choice Reviews Online · doi:10.5860/choice.34-3084 · Cited by 4,825
(2000) · Elsevier eBooks · doi:10.1016/b978-0-12-109890-2.x5027-6 · Cited by 4,409
Research works printed but not linked: 1
- Eysenck, 1969, Personality in primary school children: Teachers' ratings, British Journal of Educational Psychology, 39, 123, 10.1111/j.2044-8279.1969.tb02055.x · doi:10.1111/j.2044-8279.1969.tb02055.x
Cited by
Richardson, M., Abraham, C., & Bond, R. (2012) · Psychological Bulletin · doi:10.1037/a0026838 · Cited by 3,646
“Thus, extraversion may limit students’ capacity to regulate their effort devoted to academic tasks (Bidjerano & Dai, 2007).”
BackgroundA meta-analysis of the five-factor model of personality and academic performance.
Poropat, A. E. (2009) · Psychological Bulletin · doi:10.1037/a0014996 · Cited by 2,729
Halbesleben, J. R. B., Harvey, J., & Bolino, M. C. (2009) · Journal of Applied Psychology · doi:10.1037/a0017595 · Cited by 701
A meta-analytic review of the Motivated Strategies for Learning Questionnaire
Credé, M., & Phillips, L. A. (2011) · Learning and Individual Differences · doi:10.1016/j.lindif.2011.03.002 · Cited by 494
College Students’ Time Management: a Self-Regulated Learning Perspective
Wolters, C. A., & Brady, A. C. (2021) · Educational Psychology Review · doi:10.1007/s10648-020-09519-z · Cited by 317
Metadata
- Authors
- Bidjerano, T., & Dai, D. Y.
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2007-01
- Volume
- 17
- Issue
- 1
- Pages
- 69-81
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W2011442046
- Cited by
- 441
- References
- 64
- FWCI
- 7.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
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- Bidjerano, T., & Dai, D. Y. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2007.02.001
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
