Predicting Achievement: Confidence vs Self-Efficacy, Anxiety, and Self-Concept in Confucian and European Countries.
By Suzanne Morony, Sabina Kleitman, Yim Ping Lee, L. Stankov. 2013
207 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/50a3ea19b13d22bf65b5837f13733d0f25d506c8
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- L. Stankov
- Anastasios Karakolidis
- Vasiliki Pitsia
- A. Biggart
- Jihyun Lee
- D. Kalaycioğlu
- Yim Ping Lee
- Suzanne Morony
In Experimental and Cognitive Psychology
- Anastasios Karakolidis
- Vasiliki Pitsia
- A. Biggart
- Jihyun Lee
- L. Stankov
- Sabina Kleitman
- D. Kalaycioğlu
- Yim Ping Lee
In Social Psychology
- Anastasios Karakolidis
- Vasiliki Pitsia
- A. Biggart
- L. Stankov
- Jihyun Lee
- D. Kalaycioğlu
- M. Jameson
- Piotr Białowolski
Citations in the corpus
- The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data (2017, background): “This can also result in the avoidance of career paths that require mathematical skills (Morony, Kleitman, Lee, & Stankov, 2013; OECD, 2013c).”
- Quest for the best non-cognitive predictor of academic achievement (2014, result): “This is in agreement with the broadly defined gradient of predictability hypothesis along with the findings reported in recent studies (Lee, 2009; Morony et al., 2013; Stankov, Lee, Luo, & Hogan, 2012).”