Mathematically gifted students and high achievement: the role of motivation and classroom structure

By Marko Lüftenegger, Marlene Kollmayer, Evelyn Bergsmann, Gregor Jöstl, Christiane Spiel, Barbara Schober. 2015

55 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/53790065f2c8a115381eabaa89232a3910b868b8

How researchers see this paper

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

In Experimental and Cognitive Psychology

1. E. Gonida
2. P. Metallidou
3. Dimitrios Stamovlasis
4. Thessaloniki Greece
5. Stuart A. Karabenick
6. C. Wolters
7. Einar M. Skaalvik
8. Céline Darnon

In Social Psychology

1. E. Gonida
2. P. Metallidou
3. Dimitrios Stamovlasis
4. Thessaloniki Greece
5. Stuart A. Karabenick
6. C. Wolters
7. Einar M. Skaalvik
8. Wilbert McKeachie

Citations in the corpus

• Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents (2018, background): “They also present with higher levels of the following: academic self-concept (e.g. Zeidner & Shani-Zinovich, 2015), mastery goals, self-efficacy, math self-concept, interest in mathematics, and lower entity beliefs about intelligence (e.g. Lüftenegger et al., 2015).”