Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study.

Allan Wigfield, Jacquelynne S. Eccles, Kwang Suk Yoon, Rena D. Harold, Amy J. A. Arbreton, Carol R. Freedman-Doan, Phyllis C. Blumenfeld·1997·Journal of Educational Psychology

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  15. A theoretical review of Winne and Hadwin’s model of self-regulated learning: new perspectives and directions.
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  17. Developmental cascades: Externalizing, internalizing, and academic competence from middle childhood to early adolescence
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  21. The development of multiple domains of child and adolescent self-concept: A cohort sequential longitudinal design
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  31. Motivational Factors in Makerspaces: A Mixed Methods Study of Elementary School Students’ Situational Interest, Self-Efficacy, and Achievement Emotions
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  35. Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics
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  36. Sleep, Affect, and Social Competence from Preschool to Preadolescence: Distinct Pathways to Emotional and Social Adjustment for Boys and for Girls
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  37. Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School
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  38. Social comparison processes and academic achievement: The dependence of the development of self-evaluations on friends' performance.
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  39. Effects of additions to independent silent reading on students’ reading proficiency, motivation, and behavior: Results of a meta-analysis
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  40. Untitled work
    2008 · University Libraries (University of Maryland)

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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.