The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Academic Self-Handicapping: What We Know, What More There is to Learn
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Citations
Cites
A social-cognitive approach to motivation and personality.
Dweck, C. S., & Leggett, E. L. (1988) · Psychological Review · doi:10.1037/0033-295x.95.2.256 · Cited by 9,745
Stereotype threat and the intellectual test performance of African Americans.
Steele, C. M., & Aronson, J. (1995) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.69.5.797 · Cited by 9,020
Classrooms: Goals, structures, and student motivation.
Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468
Motivational determinants of risk-taking behavior.
Atkinson, J. W. (1957) · Psychological Review · doi:10.1037/h0043445 · Cited by 3,706
Developmental changes in conformity to peers and parents.
Berndt, T. J. (1979) · Developmental Psychology · doi:10.1037/0012-1649.15.6.608 · Cited by 905
Cited by
Regulation of motivation: evaluating an underemphasized aspect of self-regulated learning.
Wolters, C. A. (2003) · Educational Psychologist · doi:10.1207/s15326985ep3804_1 · Cited by 975
A meta-analytically derived nomological network of procrastination.
van Eerde, W. (2003) · Personality and Individual Differences · doi:10.1016/s0191-8869(02)00358-6 · Cited by 629
Murayama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R. (2013) · Child Development · doi:10.1111/cdev.12036 · Cited by 374
(2014) · Cited by 353
Beyond Performance: A Motivational Experiences Model of Stereotype Threat
Thoman, D. B., Smith, J. L., Brown, E. R., Chase, J., & Lee, J. Y. K. (2013) · Educational Psychology Review · doi:10.1007/s10648-013-9219-1 · Cited by 141
Radhu, N., Daskalakis, Z. J., Arpin-Cribbie, C. A., Irvine, J., & Ritvo, P. (2012) · Journal of American College Health · doi:10.1080/07448481.2011.630703 · Cited by 94
Interaction between task values and self-efficacy on maladaptive achievement strategy use
Lee, J., Bong, M., & Kim, S.-I. (2014) · Educational Psychology · doi:10.1080/01443410.2014.895296 · Cited by 68
Metadata
- Authors
- Urdan, T., & Midgley, C.
- Venue
- Educational Psychology Review
- Published
- 2001-06
- Volume
- 13
- Issue
- 2
- Pages
- 115-138
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2102969586
- Cited by
- 315
- References
- 5
- FWCI
- 7.83
- Type
- journal article
- Language
- en
- Open access
- green
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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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.
