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Student Perceptions in the Classroom
Abstract
This book's two primary objectives are to present theory and research on the role of learners' achievement-related perceptions in educational contexts and to discuss the implications of this research for educational practices. Although contributors share the view that students' perceptions exert important effects in achievement settings, they differ in diverse ways including their theoretical orientation, their choice of research methodology, the perceptions they believe are of primary importance, and the antecedents and consequences of these perceptions. They discuss the current status of their ideas and provide a forward look at research and practice.
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Cited by
School Engagement: Potential of the Concept, State of the Evidence
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004) · Review of Educational Research · doi:10.3102/00346543074001059 · Cited by 12,581
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
The development of academic self-efficacy
Schunk, D. H., & Pajares, F. (2002) · Development of Achievement Motivation · doi:10.1016/b978-012750053-9/50003-6 · Cited by 1,426
Classroom goal structure, student motivation, and academic achievement
Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006) · Annual Review of Psychology · doi:10.1146/annurev.psych.56.091103.070258 · Cited by 1,262
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Metadata
- Venue
- Routledge eBooks
- Publisher
- Routledge
- Published
- 2012-10-12
- OpenAlex
- W1862851964
- Cited by
- 875
- References
- 0
- FWCI
- 31.63
- Type
- book
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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