Relations between young students' strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation

By I. Dermitzaki, A. Leondari, M. Goudas. 2009

81 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/24e792bd8dfada74e7bca7c36c01f0c320e713cb

How researchers see this paper

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

In Developmental and Educational Psychology

1. Nathan C. Hall
2. I. Dermitzaki
3. A. Efklides
4. M. Chatzistamatiou
5. A. Leondari
6. Thomas Goetz
7. John Ranellucci
8. Reinhard Pekrun

In Experimental and Cognitive Psychology

1. Thomas Goetz
2. Nathan C. Hall
3. John Ranellucci
4. A. Efklides
5. Reinhard Pekrun
6. M. Chatzistamatiou
7. A. Leondari
8. I. Dermitzaki

Citations in the corpus

• Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, background): “…elementary school students’ strategic behaviours during problem solving in the mathematical domain have attracted great interest (Annevirta & Vauras, 2006; Dermitzaki et al., 2009; Kramarski, Weiss, & Kololshi-Minsker, 2009; Labuhn, Zimmerman, & Hasselhom, 2010; Perels, Dignath, & Schmitz, 2009).”
• Achievement goals, emotions, learning, and performance : A process model (2015, background): “It was also anticipated that longterm achievement would be positively predicted by more higher-order self-regulation variables, namely self-monitoring (e.g., Dermitzaki et al., 2009; Nett et al., 2012) and time management (e.g., Mac- Cann et al., 2012; Swart et al., 2010).”