Motivation, Meta-Cognition and Self-Regulation as Predictors of Long Term Educational Attainment

By H. Kuyper, Van der Werf, Miranda Jessica Lubbers. 2000

134 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/d8a254b4395197b3c1492a4db7fd5ff63c21168c

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. Chi‐Chin Chin
2. Shyang-Horng Shieh
3. Necmettin Yumusak
4. J. Çakıroğlu
5. Gülsüm Akyol
6. Hsiao‐Lin Tuan *
7. S. Sungur
8. C. Tekkaya

In Education

1. Chi‐Chin Chin
2. Shyang-Horng Shieh
3. Necmettin Yumusak
4. J. Çakıroğlu
5. Hsiao‐Lin Tuan *
6. S. Sungur
7. C. Tekkaya
8. Pınar Güner

In Experimental and Cognitive Psychology

1. Necmettin Yumusak
2. J. Çakıroğlu
3. Gülsüm Akyol
4. S. Sungur
5. C. Tekkaya
6. Pınar Güner
7. H. Erbay
8. Moon-Heum Cho

Citations in the corpus

• Turkish high school students' biology achievement in relation to academic self-regulation (2007, result): “There are a few studies conducted in other countries (Alexander & Dochy, 1995 ; Kuyper, Van der Werf, & Lubbers, 2000 ; Purdie & Hattie, 1996 ; Puustinen & Pulkkinen, 2001 ).”
• Metacognitive Skills and Problem-Solving (2021, result): “Although various studies have revealed the positive relationship between metacognition and success in mathematics (Kitsansas, 2002; Rysz, 2004), some have not supported these findings (Ader, 2004; Hong & Peng, 2008; Kuyper et al., 2000).”
• The development of a questionnaire to measure students' motivation towards science learning (2005, background): “…students’ motivation plays an important role in their conceptual change processes (Lee 1989, Lee and Brophy 1996, Pintrich et al. 1993), critical thinking, learning strategies (Garcia and Pintrich 1992, Kuyper et al. 2000, Wolters 1999) and science learning achievement (Napier and Riley 1985).”
• The contribution of cognitive and metacognitive strategy use to students' science achievement (2010, background): “In a longitudinal study (Grades 1 to 5), Kuyper et al. (2000) explored the influence of prior knowledge, gender, social class, motivation, metacognition, and self-regulation on educational attainment in secondary education.”
• Sustainability of teacher expectation bias effects on long-term student performance. (2010, unknown): “…motivation, and parents’ aspirations (Dekkers, Bosker, & Driessen, 2000; Goldenberg, Gallimore, Reese, & Gar-nier, 2001; Koeslag & Dronkers, 1994; Kuyper, van der Werf, & Lubbers, 2000; Luyten, 2004; Sammons, 1995; van der Hoeven-van Doornum, 1994; van der Velden, 1994; van der Werf, Kuyper, &…”