Elizabeth A. Webster

Developmental and Educational Psychology · 2013–2018

A researcher in the Science corpus: 3 papers; trusts 36 researchers and is trusted by 8 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 46 citations into it; #3,948 of 8,223 by trust here, #4,815 by citations
• Social Psychology — 46 citations into it; #8,472 of 15,694 by trust here, #14,199 by citations
• Education — 39 citations into it
• Experimental and Cognitive Psychology — 31 citations into it; #8,630 of 9,731 by trust here, #7,077 by citations
• Communication — 5 citations into it

Whom Elizabeth A. Webster trusts overall

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

1. Reinhard Pekrun
2. C. Wolters
3. Allyson Fiona Hadwin
4. Philip H. Winne
5. P. Schutz
6. Sanna Järvelä
7. Duane F. Shell
8. Thomas Goetz
9. Lisa Linnenbrink-Garcia
10. B. Zimmerman

Who trusts Elizabeth A. Webster overall

1. Aishah Bakhtiar
2. David B. Miele
3. Jaana Isohätälä
4. A. Ghanizadeh
5. Allyson Fiona Hadwin
6. Abigail A. Scholer

Papers from Elizabeth A. Webster's perspective

Ordered by how strongly the researchers Elizabeth A. Webster trusts endorse each paper. Same corpus, a different order for every researcher.

1. The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. (American Psychologist)
2. Emotions and Self-Regulation During Test Taking
3. Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
4. The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice
5. Regulation of Motivation: Evaluating an Underemphasized Aspect of Self-Regulated Learning
6. The weave of motivation and self-regulated learning.
7. Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations with Academic Performance.
8. Attaining self-regulation: A social cognitive perspective.
9. The role of goal orientation in self-regulated learning.
10. Perceived control and emotions: interactive effects on performance in achievement settings

Their papers

• Emotions and emotion regulation in undergraduate studying: examining students’ reports from a self-regulated learning perspective (2015) — 94 citations
• Regulation and socio-emotional interactions in a positive and a negative group climate (2018) — 167 citations
• Calibration in goal setting: Examining the nature of judgments of confidence (2013) — 110 citations