Motivational Factors, Learning Strategies and Resource Management as Predictors of Course Grades.

By D. Lynch. 2006

174 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/06d5249b9eedd4d4e458ea25b8643f10bf2fe81f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Hallgeir Halvari
2. Svein Olav Ulstad
3. Øystein Sørebø
4. Meera Komarraju
5. E. V. Rooij
6. E. Jansen
7. W. van de Grift
8. Edward L. Deci

Citations in the corpus

• Motivation, Learning Strategies, and Performance in Physical Education at Secondary School (2016, background): “Another study report that effort-regulation strongly predicted course grades for freshman and upper level college students (Lynch, 2006).”
• Learning motivation in e-learning facilitated computer programming courses (2010, background): “Motivation is believed to be an enabler for learning and academic success (Linnenbrink & Pintrich, 2002; Lynch, 2006).”
• First-year university students’ academic success: the importance of academic adjustment (2018, background): “Effort, time and environment regulation are among the study skills often connected to achievement (Burlison et al. 2009; Lynch 2006).”
• Effects of a Value-Reappraisal Intervention on Statistics Students’ Motivation and Performance (2010, unknown): “A large body of research on strategic and self-regulated learning has suggested that students can increase their expectation beliefs for success and achievement through the use of self-regulatory strategies (Bandura, 1997; Bandura & Cervone, 1983; Bandura & Schunk, 1981; Cleary & Zimmerman, 2001; De”
• Disciplinary and gender differences among higher education students in self‐regulated learning strategies (2010, methodology): “Nevgi (2002) and Niemi et al. (2003) investigated the relationship of the higher education students’ SRL strategies and their gender by using a self-assessment instrument adapted from the MSLQ. The MSLQ measures SRL as an aptitude, which is a relatively enduring attribute of a person that predicts f”
• Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? (2013, background): “Some insight into the potential self-regulatorymechanisms that link self-efficacy and performance is offered by Pintrich, Smith, Garcia, and McKeachie's (1993) comprehensive social-cognitive framework as it includes motivational components, cognitive and metacognitive strategies, as well as resource”