Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations
By Huy P Phan. 2009
154 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/f57075c6388405462e4fc963d7b160d46c09f698
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
In Experimental and Cognitive Psychology
- Georgios D. Sideridis
- Avi Kaplan
- Huy P Phan
- A. Elliot
- Reinhard Pekrun
- Kou Murayama
- Corwin Senko
- M. Bong
In Social Psychology
- Georgios D. Sideridis
- Avi Kaplan
- Huy P Phan
- A. Elliot
- Kou Murayama
- Reinhard Pekrun
- Maarten Vansteenkiste
- Corwin Senko
Citations in the corpus
- Cultural Diversity and Team Performance: The Role of Team Member Goal Orientation (2013, unknown): “As a result, they are inclined to put more effort into getting a thorough understanding of tasks (Fisher & Ford, 1998), and they make more use of deep-level information processing (Dupeyrat & Mariné, 2005; Elliot, McGregor, & Gable, 1999; Ford, Smith, Weissbein, Gully, & Salas, 1998; Harackiewicz, B”
- Relations between goals, self‐efficacy, critical thinking and deep processing strategies: a path analysis (2009, methodology): “Furthermore, the validation of associations between these four constructs is expected given that they contribute to the success of students’ academic learning and achievement (Phan, 2009).”
- The Development of English and Mathematics Self-Efficacy: A Latent Growth Curve Analysis (2012, background): “An examination of the literature indicates that there are a few longitudinal studies that have been conducted looking at the relations between self-efficacy, various cognitive-motivational constructs, and academic performance (Britner & Pajares, 2006; Phan, 2009c).”
- Achievement Goals and Persistence Across Tasks: The Roles of Failure and Success (2011, background): “…the patterns of level of engagement that are manifested by students with different configurations of mastery and performance-approach goals across multiple tasks and across experiences of failure and success (Beckmann, Beckmann, & Elliott, 2009; Phan, 2009; Yeo, Loft, Xiao, & Kiewitz, 2009).”