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You searched for subject:(Mastery goals). Showing records 1 – 15 of 15 total matches.

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Victoria University of Wellington

1. Gartell, Nicholas David. An ethnographic case study: Analysing students’ learning goal orientations at a lower-middle decile secondary school.

Degree: 2013, Victoria University of Wellington

 In Aotearoa/New Zealand young people generally commence their secondary school education at Year 9. The numerous changes associated with this transition can include new subjects,… (more)

Subjects/Keywords: Motivation; Mastery goals; Performance goals

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APA (6th Edition):

Gartell, N. D. (2013). An ethnographic case study: Analysing students’ learning goal orientations at a lower-middle decile secondary school. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2956

Chicago Manual of Style (16th Edition):

Gartell, Nicholas David. “An ethnographic case study: Analysing students’ learning goal orientations at a lower-middle decile secondary school.” 2013. Masters Thesis, Victoria University of Wellington. Accessed September 19, 2020. http://hdl.handle.net/10063/2956.

MLA Handbook (7th Edition):

Gartell, Nicholas David. “An ethnographic case study: Analysing students’ learning goal orientations at a lower-middle decile secondary school.” 2013. Web. 19 Sep 2020.

Vancouver:

Gartell ND. An ethnographic case study: Analysing students’ learning goal orientations at a lower-middle decile secondary school. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/10063/2956.

Council of Science Editors:

Gartell ND. An ethnographic case study: Analysing students’ learning goal orientations at a lower-middle decile secondary school. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2956


University of Illinois – Urbana-Champaign

2. Llewellyn, Nicole M. Peer victimization across the school years: consequences for middle school social goals.

Degree: PhD, Psychology, 2015, University of Illinois – Urbana-Champaign

 Peer victimization is a common and insidious risk factor for maladjustment, although the pathways through which victimization takes its effect on adjustment across time are… (more)

Subjects/Keywords: Victimization; Goals; Mastery-Performance

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APA (6th Edition):

Llewellyn, N. M. (2015). Peer victimization across the school years: consequences for middle school social goals. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/87960

Chicago Manual of Style (16th Edition):

Llewellyn, Nicole M. “Peer victimization across the school years: consequences for middle school social goals.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 19, 2020. http://hdl.handle.net/2142/87960.

MLA Handbook (7th Edition):

Llewellyn, Nicole M. “Peer victimization across the school years: consequences for middle school social goals.” 2015. Web. 19 Sep 2020.

Vancouver:

Llewellyn NM. Peer victimization across the school years: consequences for middle school social goals. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/2142/87960.

Council of Science Editors:

Llewellyn NM. Peer victimization across the school years: consequences for middle school social goals. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/87960

3. Baines, George William. Relationship between depressive symptoms, performance and mastery goals, rumination and affect.

Degree: Thesis (D.Clin.Psych.), 2014, University of Exeter

 The social cognitive theory of Depression proposed by Rothbaum et al. (2008) integrates theory originating from the motivation, cognitive and rumination literature. Following stressors, those… (more)

Subjects/Keywords: 150; Rumination; Contingent Self-Worth; Performance Goals; Mastery Goals; Depressive Affect

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APA (6th Edition):

Baines, G. W. (2014). Relationship between depressive symptoms, performance and mastery goals, rumination and affect. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/17558

Chicago Manual of Style (16th Edition):

Baines, George William. “Relationship between depressive symptoms, performance and mastery goals, rumination and affect.” 2014. Doctoral Dissertation, University of Exeter. Accessed September 19, 2020. http://hdl.handle.net/10871/17558.

MLA Handbook (7th Edition):

Baines, George William. “Relationship between depressive symptoms, performance and mastery goals, rumination and affect.” 2014. Web. 19 Sep 2020.

Vancouver:

Baines GW. Relationship between depressive symptoms, performance and mastery goals, rumination and affect. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/10871/17558.

Council of Science Editors:

Baines GW. Relationship between depressive symptoms, performance and mastery goals, rumination and affect. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/17558

4. Curley, Nicole Kira Jacklyn. IEP Goal Based Progress Monitoring Web Resource .

Degree: 2012, California State University – San Marcos

 Data collected through subjective methods of the monitoring of Individualized Education Plan (IEP) goals lead to inconsistent perceptions of student performance levels by education specialists… (more)

Subjects/Keywords: IEP goals; goal mastery; progress monitoring; standards based

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APA (6th Edition):

Curley, N. K. J. (2012). IEP Goal Based Progress Monitoring Web Resource . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/226

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Curley, Nicole Kira Jacklyn. “IEP Goal Based Progress Monitoring Web Resource .” 2012. Thesis, California State University – San Marcos. Accessed September 19, 2020. http://hdl.handle.net/10211.8/226.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Curley, Nicole Kira Jacklyn. “IEP Goal Based Progress Monitoring Web Resource .” 2012. Web. 19 Sep 2020.

Vancouver:

Curley NKJ. IEP Goal Based Progress Monitoring Web Resource . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/10211.8/226.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Curley NKJ. IEP Goal Based Progress Monitoring Web Resource . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/226

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Louisiana State University

5. Courville, Tyne Nicole. The Effect of Teacher vs. Student-Set Performance Goals on Academic Achievement in a Middle School Science Classroom.

Degree: MNS, 2015, Louisiana State University

 Self-regulation and self-efficacy are both necessary for students to be independent learners. During middle school, students begin to yearn for academic autonomy, but lack the… (more)

Subjects/Keywords: life science; middle school; test anxiety; mastery goal; goals; feedback

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APA (6th Edition):

Courville, T. N. (2015). The Effect of Teacher vs. Student-Set Performance Goals on Academic Achievement in a Middle School Science Classroom. (Masters Thesis). Louisiana State University. Retrieved from etd-06292015-115429 ; https://digitalcommons.lsu.edu/gradschool_theses/2961

Chicago Manual of Style (16th Edition):

Courville, Tyne Nicole. “The Effect of Teacher vs. Student-Set Performance Goals on Academic Achievement in a Middle School Science Classroom.” 2015. Masters Thesis, Louisiana State University. Accessed September 19, 2020. etd-06292015-115429 ; https://digitalcommons.lsu.edu/gradschool_theses/2961.

MLA Handbook (7th Edition):

Courville, Tyne Nicole. “The Effect of Teacher vs. Student-Set Performance Goals on Academic Achievement in a Middle School Science Classroom.” 2015. Web. 19 Sep 2020.

Vancouver:

Courville TN. The Effect of Teacher vs. Student-Set Performance Goals on Academic Achievement in a Middle School Science Classroom. [Internet] [Masters thesis]. Louisiana State University; 2015. [cited 2020 Sep 19]. Available from: etd-06292015-115429 ; https://digitalcommons.lsu.edu/gradschool_theses/2961.

Council of Science Editors:

Courville TN. The Effect of Teacher vs. Student-Set Performance Goals on Academic Achievement in a Middle School Science Classroom. [Masters Thesis]. Louisiana State University; 2015. Available from: etd-06292015-115429 ; https://digitalcommons.lsu.edu/gradschool_theses/2961

6. Sorensen, Chelsea E. The Relationship of Growth Mindset and Goal-setting in a First-year College Course.

Degree: MEd, Counseling and Human Development, 2016, South Dakota State University

  Previous research has found that mindset and goal orientation are intricately related in motivation and academic achievement, which holds significant implications for students in… (more)

Subjects/Keywords: growth mindset; mastery goals; motivation; college students; achievement; Educational Administration and Supervision; Student Counseling and Personnel Services

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APA (6th Edition):

Sorensen, C. E. (2016). The Relationship of Growth Mindset and Goal-setting in a First-year College Course. (Thesis). South Dakota State University. Retrieved from http://openprairie.sdstate.edu/etd/687

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sorensen, Chelsea E. “The Relationship of Growth Mindset and Goal-setting in a First-year College Course.” 2016. Thesis, South Dakota State University. Accessed September 19, 2020. http://openprairie.sdstate.edu/etd/687.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sorensen, Chelsea E. “The Relationship of Growth Mindset and Goal-setting in a First-year College Course.” 2016. Web. 19 Sep 2020.

Vancouver:

Sorensen CE. The Relationship of Growth Mindset and Goal-setting in a First-year College Course. [Internet] [Thesis]. South Dakota State University; 2016. [cited 2020 Sep 19]. Available from: http://openprairie.sdstate.edu/etd/687.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sorensen CE. The Relationship of Growth Mindset and Goal-setting in a First-year College Course. [Thesis]. South Dakota State University; 2016. Available from: http://openprairie.sdstate.edu/etd/687

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

7. Emery, Alyssa A. School-Level Implementation of Mastery Goal Structures: A Case Study.

Degree: MA, Educational Studies, 2015, The Ohio State University

 This case study examines a public, early-college, STEM-focused (science,technology, engineer, and math) secondary school that has implemented a school-widesystem to support mastery achievement goals among… (more)

Subjects/Keywords: Educational Psychology; achievement goals; motivation; mastery learning

…because an explicit institutional implementation of either mastery or performance goals is rare… …to foster mastery goals. The purpose of this study was to understand the school’s… …x28;1992b) notion of mastery and performance goals. Regardless of the conceptualization… …achievementrelated tasks. Specifically, mastery goals emphasize learning for the sake of learning, measure… …linked mastery-approach goals to achievement (Dweck & Legget, 1988; Roeser, Midgley… 

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APA (6th Edition):

Emery, A. A. (2015). School-Level Implementation of Mastery Goal Structures: A Case Study. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1429631710

Chicago Manual of Style (16th Edition):

Emery, Alyssa A. “School-Level Implementation of Mastery Goal Structures: A Case Study.” 2015. Masters Thesis, The Ohio State University. Accessed September 19, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429631710.

MLA Handbook (7th Edition):

Emery, Alyssa A. “School-Level Implementation of Mastery Goal Structures: A Case Study.” 2015. Web. 19 Sep 2020.

Vancouver:

Emery AA. School-Level Implementation of Mastery Goal Structures: A Case Study. [Internet] [Masters thesis]. The Ohio State University; 2015. [cited 2020 Sep 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1429631710.

Council of Science Editors:

Emery AA. School-Level Implementation of Mastery Goal Structures: A Case Study. [Masters Thesis]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1429631710


Liberty University

8. Ireland, Kyle. Experiencing Success: A Hermeneutic Phenomenology of Successful Remedial Mathematics Students.

Degree: 2018, Liberty University

 The purpose of this hermeneutic phenomenological study was to describe how students experience success in mathematics remediation at a four-year private institution in the central… (more)

Subjects/Keywords: Mastery Goals; Mathematics; Performance Goals; Remedial Education; Self-Efficacy; Utility; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Science and Mathematics Education

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APA (6th Edition):

Ireland, K. (2018). Experiencing Success: A Hermeneutic Phenomenology of Successful Remedial Mathematics Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1749

Chicago Manual of Style (16th Edition):

Ireland, Kyle. “Experiencing Success: A Hermeneutic Phenomenology of Successful Remedial Mathematics Students.” 2018. Doctoral Dissertation, Liberty University. Accessed September 19, 2020. http://digitalcommons.liberty.edu/doctoral/1749.

MLA Handbook (7th Edition):

Ireland, Kyle. “Experiencing Success: A Hermeneutic Phenomenology of Successful Remedial Mathematics Students.” 2018. Web. 19 Sep 2020.

Vancouver:

Ireland K. Experiencing Success: A Hermeneutic Phenomenology of Successful Remedial Mathematics Students. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2020 Sep 19]. Available from: http://digitalcommons.liberty.edu/doctoral/1749.

Council of Science Editors:

Ireland K. Experiencing Success: A Hermeneutic Phenomenology of Successful Remedial Mathematics Students. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1749


Queens University

9. Ouyang, Li. Motivation, cultural values, learning processes, and learning in Chinese students .

Degree: Education, 2008, Queens University

 The purpose of this study was: (a) to examine the predictive utility of the achievement goal and Student Approaches to Learning (SAL) frameworks for characterizing… (more)

Subjects/Keywords: Achievement goals ; Mastery approach goals ; Mastery avoidance goals ; Performance approach goals ; Performance avoidance goals ; Student approaches to learning ; Deep approach ; Surface approach ; Confucian-heritage cultural values ; Metacognitive strategies ; Perceived academic efficacy ; Affect at school ; Academic performance

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APA (6th Edition):

Ouyang, L. (2008). Motivation, cultural values, learning processes, and learning in Chinese students . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/1340

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ouyang, Li. “Motivation, cultural values, learning processes, and learning in Chinese students .” 2008. Thesis, Queens University. Accessed September 19, 2020. http://hdl.handle.net/1974/1340.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ouyang, Li. “Motivation, cultural values, learning processes, and learning in Chinese students .” 2008. Web. 19 Sep 2020.

Vancouver:

Ouyang L. Motivation, cultural values, learning processes, and learning in Chinese students . [Internet] [Thesis]. Queens University; 2008. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/1974/1340.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ouyang L. Motivation, cultural values, learning processes, and learning in Chinese students . [Thesis]. Queens University; 2008. Available from: http://hdl.handle.net/1974/1340

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

10. Ladd, Judith. The Influence of Actively Open-Minded Thinking, Incremental Theory of Intelligence, and Persuasive Messages on Mastery Goal Orientations.

Degree: PhD, Educational Psychology, 2009, University of Florida

 Achievement motivation is a critical issue for students and educators at every level. For students who enter the university community, it may be the first… (more)

Subjects/Keywords: College students; Educational psychology; Empirical evidence; Learning; Learning motivation; Mastery learning; Mastery motivation; Motivation; Motivation research; Narratives; achievement, characteristics, college, goals, implicit, incremental, intelligence, learner, mastery, messages, minded, motivation, open, orientation, persuasion, students, theory

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APA (6th Edition):

Ladd, J. (2009). The Influence of Actively Open-Minded Thinking, Incremental Theory of Intelligence, and Persuasive Messages on Mastery Goal Orientations. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0024788

Chicago Manual of Style (16th Edition):

Ladd, Judith. “The Influence of Actively Open-Minded Thinking, Incremental Theory of Intelligence, and Persuasive Messages on Mastery Goal Orientations.” 2009. Doctoral Dissertation, University of Florida. Accessed September 19, 2020. https://ufdc.ufl.edu/UFE0024788.

MLA Handbook (7th Edition):

Ladd, Judith. “The Influence of Actively Open-Minded Thinking, Incremental Theory of Intelligence, and Persuasive Messages on Mastery Goal Orientations.” 2009. Web. 19 Sep 2020.

Vancouver:

Ladd J. The Influence of Actively Open-Minded Thinking, Incremental Theory of Intelligence, and Persuasive Messages on Mastery Goal Orientations. [Internet] [Doctoral dissertation]. University of Florida; 2009. [cited 2020 Sep 19]. Available from: https://ufdc.ufl.edu/UFE0024788.

Council of Science Editors:

Ladd J. The Influence of Actively Open-Minded Thinking, Incremental Theory of Intelligence, and Persuasive Messages on Mastery Goal Orientations. [Doctoral Dissertation]. University of Florida; 2009. Available from: https://ufdc.ufl.edu/UFE0024788

11. Bates, Kimberly S. Anxiety and Self-Efficacy within Interpretation.

Degree: M.S.Ed., Psychology & Research in Education, 2016, University of Kansas

 Literature on foreign language anxiety and interpretation anxiety suggests such anxieties negatively impact student and practitioner performance in language and interpreting classrooms and in the… (more)

Subjects/Keywords: Educational psychology; Language; Linguistics; American Sign Language; anxiety; interpretation; Mastery Rehearsal; self-efficacy; SMART goals

…submitted their SMART goals and Mastery Rehearsal scripts at the beginning of each week during the… …as needed. Descriptive summaries of thematic patterns from the SMART goals and Mastery… …asked to review their SMART goals and Mastery Rehearsal script prior to each time they… …which their SMART goals were achieved. Training on Mastery Rehearsal included an example… …Interpreting total mean scores. *P3 did not receive training on Mastery Rehearsal or SMART goals… 

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APA (6th Edition):

Bates, K. S. (2016). Anxiety and Self-Efficacy within Interpretation. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/22024

Chicago Manual of Style (16th Edition):

Bates, Kimberly S. “Anxiety and Self-Efficacy within Interpretation.” 2016. Masters Thesis, University of Kansas. Accessed September 19, 2020. http://hdl.handle.net/1808/22024.

MLA Handbook (7th Edition):

Bates, Kimberly S. “Anxiety and Self-Efficacy within Interpretation.” 2016. Web. 19 Sep 2020.

Vancouver:

Bates KS. Anxiety and Self-Efficacy within Interpretation. [Internet] [Masters thesis]. University of Kansas; 2016. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/1808/22024.

Council of Science Editors:

Bates KS. Anxiety and Self-Efficacy within Interpretation. [Masters Thesis]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22024

12. Peut, A.M. van de. Aardrijkskunde Spelen.

Degree: 2015, Universiteit Utrecht

 Het combineren van onderwijs en spel wordt gezien als een manier om de betrokkenheid van scholieren te vergroten. Onderwijs en spel hebben echter verschillende doelstructuren,… (more)

Subjects/Keywords: game-based learning; leerspel; serious games; performance goals; mastery goals; achievement goal theory; goal structure; doelstructuur; behavioristische betrokkenheid; emotionele betrokkenheid; betrokkenheid; perceptie van nut; doelperceptie

…tegenstander te verslaan (performance goal), moeten spelers eerst mastery goals onder de… …effectief is voor het leren van de studenten. Doelstructuur gericht op mastery goals Een andere… …in het leerspel te richten op mastery goals, zodat ze zich focussen op de leerdoelen en… …Doelstructuur met combinatie van performance en mastery goals. Een derde optie is om de performance en… …mastery goals samen te combineren om de krachten van beiden samen te laten komen. Uit onderzoek… 

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APA (6th Edition):

Peut, A. M. v. d. (2015). Aardrijkskunde Spelen. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/321338

Chicago Manual of Style (16th Edition):

Peut, A M van de. “Aardrijkskunde Spelen.” 2015. Masters Thesis, Universiteit Utrecht. Accessed September 19, 2020. http://dspace.library.uu.nl:8080/handle/1874/321338.

MLA Handbook (7th Edition):

Peut, A M van de. “Aardrijkskunde Spelen.” 2015. Web. 19 Sep 2020.

Vancouver:

Peut AMvd. Aardrijkskunde Spelen. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2020 Sep 19]. Available from: http://dspace.library.uu.nl:8080/handle/1874/321338.

Council of Science Editors:

Peut AMvd. Aardrijkskunde Spelen. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/321338


Université de Montréal

13. St-Onge, Zoe. Le lien prédictif entre le sentiment d’efficacité des enseignants, l’engagement cognitif et les buts d’accomplissement des élèves de la 4e à la 6e année du primaire.

Degree: 2018, Université de Montréal

Subjects/Keywords: sentiment d’efficacité; engagement cognitif; climat motivationnel; buts de maîtrise; buts de performance; self-efficacy; cognitive engagement; mastery goals; performance goals; classroom goal structure; Education - Elementary / Éducation - Enseignement primaire (UMI : 0524)

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APA (6th Edition):

St-Onge, Z. (2018). Le lien prédictif entre le sentiment d’efficacité des enseignants, l’engagement cognitif et les buts d’accomplissement des élèves de la 4e à la 6e année du primaire. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/21305

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

St-Onge, Zoe. “Le lien prédictif entre le sentiment d’efficacité des enseignants, l’engagement cognitif et les buts d’accomplissement des élèves de la 4e à la 6e année du primaire.” 2018. Thesis, Université de Montréal. Accessed September 19, 2020. http://hdl.handle.net/1866/21305.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

St-Onge, Zoe. “Le lien prédictif entre le sentiment d’efficacité des enseignants, l’engagement cognitif et les buts d’accomplissement des élèves de la 4e à la 6e année du primaire.” 2018. Web. 19 Sep 2020.

Vancouver:

St-Onge Z. Le lien prédictif entre le sentiment d’efficacité des enseignants, l’engagement cognitif et les buts d’accomplissement des élèves de la 4e à la 6e année du primaire. [Internet] [Thesis]. Université de Montréal; 2018. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/1866/21305.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

St-Onge Z. Le lien prédictif entre le sentiment d’efficacité des enseignants, l’engagement cognitif et les buts d’accomplissement des élèves de la 4e à la 6e année du primaire. [Thesis]. Université de Montréal; 2018. Available from: http://hdl.handle.net/1866/21305

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Université de Montréal

14. Hiroux, Marie-Hélène. L’incidence du programme Vers le pacifique sur les buts de maîtrise et le sentiment d’appartenance à l’école.

Degree: 2011, Université de Montréal

Subjects/Keywords: Résolution de conflits; Sentiment d’appartenance; Buts de maîtrise; Conflict Resolution; Sense of belonging; Mastery-oriented goals; Education - Elementary / Éducation - Enseignement primaire (UMI : 0524)

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APA (6th Edition):

Hiroux, M. (2011). L’incidence du programme Vers le pacifique sur les buts de maîtrise et le sentiment d’appartenance à l’école. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/5354

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hiroux, Marie-Hélène. “L’incidence du programme Vers le pacifique sur les buts de maîtrise et le sentiment d’appartenance à l’école.” 2011. Thesis, Université de Montréal. Accessed September 19, 2020. http://hdl.handle.net/1866/5354.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hiroux, Marie-Hélène. “L’incidence du programme Vers le pacifique sur les buts de maîtrise et le sentiment d’appartenance à l’école.” 2011. Web. 19 Sep 2020.

Vancouver:

Hiroux M. L’incidence du programme Vers le pacifique sur les buts de maîtrise et le sentiment d’appartenance à l’école. [Internet] [Thesis]. Université de Montréal; 2011. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/1866/5354.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hiroux M. L’incidence du programme Vers le pacifique sur les buts de maîtrise et le sentiment d’appartenance à l’école. [Thesis]. Université de Montréal; 2011. Available from: http://hdl.handle.net/1866/5354

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Université de Montréal

15. Johnson, Kevin. L'orientation vers les buts : le contraste de deux modèles.

Degree: 2008, Université de Montréal

Subjects/Keywords: Orientation vers les buts; Motivation; Performance; Maîtrise; Traduction; Performance académique; Apprentissage; Formation; Évitement; Orientation toward goals; Motivation; Performance; Mastery; Translation; Academic performance; Learning; Training; Avoidance

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APA (6th Edition):

Johnson, K. (2008). L'orientation vers les buts : le contraste de deux modèles. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/7437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, Kevin. “L'orientation vers les buts : le contraste de deux modèles.” 2008. Thesis, Université de Montréal. Accessed September 19, 2020. http://hdl.handle.net/1866/7437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, Kevin. “L'orientation vers les buts : le contraste de deux modèles.” 2008. Web. 19 Sep 2020.

Vancouver:

Johnson K. L'orientation vers les buts : le contraste de deux modèles. [Internet] [Thesis]. Université de Montréal; 2008. [cited 2020 Sep 19]. Available from: http://hdl.handle.net/1866/7437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson K. L'orientation vers les buts : le contraste de deux modèles. [Thesis]. Université de Montréal; 2008. Available from: http://hdl.handle.net/1866/7437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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