Cognitive, Motivational, and Volitional Dimensions of Learning: An Empirical Test of a Hypothetical Model

By Antonio Valle, R. G. Cabanach, José Carlos Núñez, J. Gonzalez-pienda, Susana Rodríguez, I. Piñeiro. 2003

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Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self–Concept and Academic Goals (2005, background): “…and Weinstein (1995), Harackiewicz and Elliot (1993), Pintrich and DeGroot (1990), and Wentzel (1999), among others, who reported that students’ motivation toward academic tasks is closely related to their beliefs about their competence and their self-efﬁcacy expectations (Valle et al., 2003b).”
Modeling the Relationships among Students' Motivational Beliefs, Metacognitive Strategy Use, and Effort Regulation (2007, background): “Research in the field of educational psychology revealed that students’ beliefs about control over their learning affect their goal orientations (Valle et al., 2003).”
THE CONDITIONAL AND INTERACTION EFFECTS OF EPISTEMOLOGICAL BELIEFS ON THE SELF-REGULATED LEARNING OF COLLEGE STUDENTS: Cognitive and Behavioral Strategies (2005, background): “These results are also consistent with the recent and specific findings of Valle et al. (2003) regarding the positive effects of university students’ beliefs in an ‘‘increasable concept of intelligence’’ (similar to fixed-ability beliefs in our study)—the only dimension or aspect of epistemologica”