J. Gonzalez-pienda

Education · 2002–2016

A researcher in the Science corpus: 8 papers; trusts 8 researchers and is trusted by 3 researchers here, as inferred from the citation graph.

Subfields

• Education — 85 citations into it; #7,858 of 11,309 by trust here, #4,209 by citations
• Developmental and Educational Psychology — 74 citations into it
• Social Psychology — 43 citations into it
• Statistics and Probability — 12 citations into it

Whom J. Gonzalez-pienda trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Jianzhong Xu
2. B. Zimmerman
3. M. Boekaerts
4. P. Pintrich
5. Ulrich Trautwein
6. L. Corno

Who trusts J. Gonzalez-pienda overall

1. José Carlos Núñez

Papers from J. Gonzalez-pienda's perspective

Ordered by how strongly the researchers J. Gonzalez-pienda trusts endorse each paper. Same corpus, a different order for every researcher.

1. Looking at Homework Differently (The Elementary school journal)
2. The Forgotten Voices in Homework: Views of Students
3. The homework–achievement relation reconsidered: Differentiating homework time, homework frequency, and homework effort
4. Self-Regulation and Academic Learning
5. Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (The American Educational Research Journal)
6. Using Research to Answer Practical Questions About Homework
7. Handbook of self-regulation
8. Doing Homework: Listening to Students,' Parents,' and Teachers' Voices in One Urban Middle School Community
9. Sources of Self-Efficacy in School: Critical Review of the Literature and Future Directions
10. Multilevel Statistical Models

Their papers

• Cognitive, Motivational, and Volitional Dimensions of Learning: An Empirical Test of a Hypothetical Model (2003) — 135 citations
• A Structural Equation Model of Parental Involvement, Motivational and Aptitudinal Characteristics, and Academic Achievement (2002) — 235 citations
• Elementary students’ metacognitive processes and post-performance calibration on mathematical problem-solving tasks (2016) — 86 citations
• Homework and academic achievement across Spanish Compulsory Education (2015) — 97 citations
• A Longitudinal Assessment of the Effectiveness of a School-Based Mentoring Program in Middle School. (2013) — 107 citations
• Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model (2013) — 92 citations
• Enhancing self-regulation and approaches to learning in first-year college students: a narrative-based programme assessed in the Iberian Peninsula (2010) — 91 citations
• Subgroups of Attributional Profiles in Students with Learning Difficulties and Their Relation to Self–Concept and Academic Goals (2005) — 86 citations