Identity styles and academic achievement: mediating role of academic self-efficacy
By E. Hejazi, Mehrnaz Shahraray, Masomeh Farsinejad, Ali Asgary. 2009
86 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology
View Paper: https://www.semanticscholar.org/paper/6bfe967f89e358b815cf4294dca482b0002c5465
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
- M. Berzonsky
- W. Meeus
- Susan J T Branje
- K. Luyckx
- Sherry L. Beaumont
- Luc Goossens
- Masomeh Farsinejad
- Mehrnaz Shahraray
In Experimental and Cognitive Psychology
- Stephen Gorard
- M. Berzonsky
- B. See
- P. Davies
- W. Meeus
- Susan J T Branje
- Sherry L. Beaumont
- Masomeh Farsinejad
Citations in the corpus
- A Social-Cognitive Perspective on Identity Construction (2011, background): “However, an informational (but not normative) style is also positively associated with emotional and academic autonomy (Berzonsky & Kuk, 2005), self-efficacy ( Hejazi, Shahraray, Farsinejad, & Asgary, 2009 ), emotional intelligence (Seaton & Beaumont, 2008), self-regulated learning (Jakubowski & Dem”
- The impact of attitudes and aspirations on educational attainment and participation (2012, background): “Hill (2001) found that low parent SES and parenting strategies, such as ‘hostile and nonsupportive’, were associated with each other and with lower literacy scores for the children. Nuijens et al. (2000) employed self-reports from seventh and tenth graders to examine parents’ levels of education and”