Besides knowledge: a cross-sectional study on the relations between epistemic beliefs, achievement goals, self-beliefs, and achievement in science

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Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension (2014, background): “For example, the Norwegian Cancer Association (2009) reported that approximately half of Norwegian youths had used a sunbed one or more times during the last year and 60% admitted that they had become burned in that context.”
The role of perceived classroom goal structures, self-efficacy, and engagement in student science achievement (2017, background): “This finding is consistent with the findings in the relevant literature (Areepattamannil, Freeman, and Klinger 2011; Mason et al. 2013).”
The reciprocal relations between self-concept, motivation and achievement: juxtaposing academic self-concept and achievement goal orientations for mathematics success (2014, result): “…consistent with previous research that has shown that mastery and performance approach goal orientations and self-concept are positively associated (Mason et al., 2013; Perez, Costa, & Corbi, 2012) and further supports the significance of self-concept in facilitating other important psychosocial…”
Educating Critical Thinkers (2016, background): “, 2011; Strømsø & Kammerer, in press), and learning performance (Mason et al., 2013; Muis & Duffy, 2013).”