The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Gender and Perceived Self-Efficacy in Self-Regulated Learning
Abstract
(2002). Gender and Perceived Self-Efficacy in Self-Regulated Learning. Theory Into Practice: Vol. 41, Becoming a Self-Regulated Learner, pp. 116-125.
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Citations
Cites
Self-efficacy: The exercise of control
Bandura, A., Freeman, W. H., & Lightsey, R. (1999) · Journal of Cognitive Psychotherapy · doi:10.1891/0889-8391.13.2.158 · Cited by 46,835
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
Self-Efficacy and Academic Motivation
Schunk, D. H. (1991) · Educational Psychologist · doi:10.1080/00461520.1991.9653133 · Cited by 4,292
A social cognitive view of self-regulated academic learning.
Zimmerman, B. J. (1989) · Journal of Educational Psychology · doi:10.1037/0022-0663.81.3.329 · Cited by 3,807
The unbearable automaticity of being
Bargh, J. A., & Chartrand, T. L. (1999) · American Psychologist · doi:10.1037/0003-066x.54.7.462 · Cited by 3,699 · cited 1×
“Many psychologists contend that individuals perform the bulk of their actions on autopilot, as it were, making use of “automatic self-regulation” (Bargh & Chartrand, 1999).”
BackgroundCultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation.
Bandura, A., & Schunk, D. H. (1981) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.41.3.586 · Cited by 2,675 · cited 2×
“Bandura and Schunk (1981) conducted an experiment in which elementary school students were given seven sets of mathematics problems to solve.”
BackgroundMethodSelf-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting
Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992) · American Educational Research Journal · doi:10.3102/00028312029003663 · Cited by 1,724
Cited by
Gender differences in academic self-efficacy: a meta-analysis
Huang, C. (2013) · European Journal of Psychology of Education · doi:10.1007/s10212-011-0097-y · Cited by 686
Zhang, S., Zhao, X., Zhou, T., & Kim, J. H. (2024) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-024-00467-0 · Cited by 409
Uncovering the Origins of the Gender Gap in Political Ambition
FOX, R. L., & LAWLESS, J. L. (2014) · American Political Science Review · doi:10.1017/s0003055414000227 · Cited by 385
Student responses to criteria‐referenced self‐assessment
Andrade, H., & Du, Y. (2007) · Assessment & Evaluation in Higher Education · doi:10.1080/02602930600801928 · Cited by 382
A Framework for Designing Scaffolds That Improve Motivation and Cognition
Belland, B. R., Kim, C., & Hannafin, M. J. (2013) · Educational Psychologist · doi:10.1080/00461520.2013.838920 · Cited by 306
Metadata
- Authors
- Pajares, F.
- Venue
- Theory Into Practice
- Publisher
- Informa UK Limited
- Published
- 2002-05
- Volume
- 41
- Issue
- 2
- Pages
- 116-125
- ISSN
- 0040-5841 (ISSN-L)
- 1543-0421
- OpenAlex
- W2066470349
- Cited by
- 879
- References
- 7
- FWCI
- 11.24
- Type
- journal article
- Language
- en
- Open access
- closed
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- Pajares, F. (2002). Gender and Perceived Self-Efficacy in Self-Regulated Learning. Theory Into Practice. https://doi.org/10.1207/s15430421tip4102_8
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.
