COGNITIVE SELF-REGULATION IN YOUTH WITH AND WITHOUT LEARNING DISABILITIES: ACADEMIC SELF-EFFICACY, THEORIES OF INTELLIGENCE, LEARNING VS. PERFORMANCE GOAL PREFERENCES, AND EFFORT ATTRIBUTIONS

By G. Baird, Walter Scott, E. Dearing, Sarah K. Hamill. 2009

186 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e747c2e06732284be278a2abca6f2cb50e8d38f3

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. Dustin R. Nadler
2. Meera Komarraju

In Safety Research

1. Dustin R. Nadler
2. Meera Komarraju

In Social Psychology

1. Dustin R. Nadler
2. Meera Komarraju

Citations in the corpus

• Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? (2013, methodology): “For instance, when planning their syllabi and designing classroom activities, instructors could develop students' selfefficacy by incorporating strategies based on Bandura's (1989) four sources of self-efficacy: mastery experiences, modeling, social persuasion, and managing physiological arousal.”