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You searched for subject:(academic self regulation). Showing records 1 – 30 of 49 total matches.

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Texas A&M University

1. Cerda, Carissa Analise. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.

Degree: 2015, Texas A&M University

 Research demonstrates that behavioral self-regulation (BSR) serves as a concurrent, explanatory factor of academic achievement in various elementary grades, and that kindergarten BSR predicts growth… (more)

Subjects/Keywords: self-regulation; behavioral self-regulation; academic achievement

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APA (6th Edition):

Cerda, C. A. (2015). Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155583

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):

Cerda, Carissa Analise. “Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.” 2015. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/155583.

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

MLA Handbook (7th Edition):

Cerda, Carissa Analise. “Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.” 2015. Web. 09 Dec 2019.

Vancouver:

Cerda CA. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/155583.

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

Council of Science Editors:

Cerda CA. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155583

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


University of Southern California

2. Dayne, Nancy. The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats.

Degree: EdD, Education, 2015, University of Southern California

 The purpose of the present study was to examine undergraduate college students’ beliefs about academic self‐regulation, academic self‐efficacy, academic help‐seeking skills in the beginning of… (more)

Subjects/Keywords: academic self‐regulation; academic self‐efficacy; academic help‐seeking; student satisfaction

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APA (6th Edition):

Dayne, N. (2015). The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/597386/rec/6699

Chicago Manual of Style (16th Edition):

Dayne, Nancy. “The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 09, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/597386/rec/6699.

MLA Handbook (7th Edition):

Dayne, Nancy. “The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats.” 2015. Web. 09 Dec 2019.

Vancouver:

Dayne N. The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 09]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/597386/rec/6699.

Council of Science Editors:

Dayne N. The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/597386/rec/6699


George Mason University

3. Gnoleba, Michelle A. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .

Degree: 2015, George Mason University

 The present study focused on undergraduate college students (N = 214) with the aim to (a) investigate relationships among faculty-student interactions, academic self-efficacy, self-regulation and… (more)

Subjects/Keywords: faculty-student interaction; academic self-efficacy; self-regulation; self-efficacy; underrepresented minority students; undergraduate students

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APA (6th Edition):

Gnoleba, M. A. (2015). Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10253

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):

Gnoleba, Michelle A. “Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .” 2015. Thesis, George Mason University. Accessed December 09, 2019. http://hdl.handle.net/1920/10253.

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

MLA Handbook (7th Edition):

Gnoleba, Michelle A. “Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .” 2015. Web. 09 Dec 2019.

Vancouver:

Gnoleba MA. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . [Internet] [Thesis]. George Mason University; 2015. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1920/10253.

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

Council of Science Editors:

Gnoleba MA. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/10253

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


University of Central Florida

4. Benishek, Lauren. Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process.

Degree: 2014, University of Central Florida

 This study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was… (more)

Subjects/Keywords: E learning; self regulation prompting; self regulation activity; learner control; Industrial and Organizational Psychology; Psychology; Dissertations, Academic  – Sciences; Sciences  – Dissertations, Academic

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APA (6th Edition):

Benishek, L. (2014). Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4608

Chicago Manual of Style (16th Edition):

Benishek, Lauren. “Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process.” 2014. Doctoral Dissertation, University of Central Florida. Accessed December 09, 2019. https://stars.library.ucf.edu/etd/4608.

MLA Handbook (7th Edition):

Benishek, Lauren. “Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process.” 2014. Web. 09 Dec 2019.

Vancouver:

Benishek L. Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Dec 09]. Available from: https://stars.library.ucf.edu/etd/4608.

Council of Science Editors:

Benishek L. Exploring the Hows and the Whos: The Effects of Self-Regulation Prompting and Goal Orientation on the e-Learning Process. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4608


University of Kentucky

5. Chu, Hui. ETHNIC IDENTITY AND PERCEIVED DISCRIMINATION AS PREDICTORS OF ACADEMIC ATTITUDES: THE MEDIATING AND MODERATING ROLES OF PSYCHOLOGICAL DISTRESS AND SELF-REGULATION.

Degree: 2011, University of Kentucky

 The current study addressed the deficiency in research by examining risk factors for immigrant children that may lead to academic disengagement (such as ethnic discrimination… (more)

Subjects/Keywords: Ethnic Identity; Perceived Discrimination; Academic Attitudes; Psychological Distress; Self-Regulation; Psychology

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APA (6th Edition):

Chu, H. (2011). ETHNIC IDENTITY AND PERCEIVED DISCRIMINATION AS PREDICTORS OF ACADEMIC ATTITUDES: THE MEDIATING AND MODERATING ROLES OF PSYCHOLOGICAL DISTRESS AND SELF-REGULATION. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/gradschool_theses/108

Chicago Manual of Style (16th Edition):

Chu, Hui. “ETHNIC IDENTITY AND PERCEIVED DISCRIMINATION AS PREDICTORS OF ACADEMIC ATTITUDES: THE MEDIATING AND MODERATING ROLES OF PSYCHOLOGICAL DISTRESS AND SELF-REGULATION.” 2011. Masters Thesis, University of Kentucky. Accessed December 09, 2019. http://uknowledge.uky.edu/gradschool_theses/108.

MLA Handbook (7th Edition):

Chu, Hui. “ETHNIC IDENTITY AND PERCEIVED DISCRIMINATION AS PREDICTORS OF ACADEMIC ATTITUDES: THE MEDIATING AND MODERATING ROLES OF PSYCHOLOGICAL DISTRESS AND SELF-REGULATION.” 2011. Web. 09 Dec 2019.

Vancouver:

Chu H. ETHNIC IDENTITY AND PERCEIVED DISCRIMINATION AS PREDICTORS OF ACADEMIC ATTITUDES: THE MEDIATING AND MODERATING ROLES OF PSYCHOLOGICAL DISTRESS AND SELF-REGULATION. [Internet] [Masters thesis]. University of Kentucky; 2011. [cited 2019 Dec 09]. Available from: http://uknowledge.uky.edu/gradschool_theses/108.

Council of Science Editors:

Chu H. ETHNIC IDENTITY AND PERCEIVED DISCRIMINATION AS PREDICTORS OF ACADEMIC ATTITUDES: THE MEDIATING AND MODERATING ROLES OF PSYCHOLOGICAL DISTRESS AND SELF-REGULATION. [Masters Thesis]. University of Kentucky; 2011. Available from: http://uknowledge.uky.edu/gradschool_theses/108


NSYSU

6. Chiang, Wei-hao. The Exploration of College Studentsâ Academic Procrastination, Self-regulation and Positive Thinking.

Degree: Master, Education, 2012, NSYSU

 The purpose of this study was to explore the relationship between academic procrastination, self-regulation and positive thinking. Five hundreds and sixty three college students from… (more)

Subjects/Keywords: self-regulation; academic procrastination; college students; positive thinking

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APA (6th Edition):

Chiang, W. (2012). The Exploration of College Studentsâ Academic Procrastination, Self-regulation and Positive Thinking. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-151153

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):

Chiang, Wei-hao. “The Exploration of College Studentsâ Academic Procrastination, Self-regulation and Positive Thinking.” 2012. Thesis, NSYSU. Accessed December 09, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-151153.

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

MLA Handbook (7th Edition):

Chiang, Wei-hao. “The Exploration of College Studentsâ Academic Procrastination, Self-regulation and Positive Thinking.” 2012. Web. 09 Dec 2019.

Vancouver:

Chiang W. The Exploration of College Studentsâ Academic Procrastination, Self-regulation and Positive Thinking. [Internet] [Thesis]. NSYSU; 2012. [cited 2019 Dec 09]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-151153.

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

Council of Science Editors:

Chiang W. The Exploration of College Studentsâ Academic Procrastination, Self-regulation and Positive Thinking. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-151153

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


Georgia State University

7. Janssen, Jill. Academic Procrastination: Prevalence Among High School and Undergraduate Students and Relationship to Academic Achievement.

Degree: PhD, Educational Psychology and Special Education, 2015, Georgia State University

  This dissertation presents a literature review on procrastination and more specifically research involving the domain of academic procrastination, characteristics/traits academic procrastinators exhibit, and two… (more)

Subjects/Keywords: Academic procrastination; Self-regulation; Active procrastination; Passive Procrastination

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APA (6th Edition):

Janssen, J. (2015). Academic Procrastination: Prevalence Among High School and Undergraduate Students and Relationship to Academic Achievement. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/103

Chicago Manual of Style (16th Edition):

Janssen, Jill. “Academic Procrastination: Prevalence Among High School and Undergraduate Students and Relationship to Academic Achievement.” 2015. Doctoral Dissertation, Georgia State University. Accessed December 09, 2019. https://scholarworks.gsu.edu/epse_diss/103.

MLA Handbook (7th Edition):

Janssen, Jill. “Academic Procrastination: Prevalence Among High School and Undergraduate Students and Relationship to Academic Achievement.” 2015. Web. 09 Dec 2019.

Vancouver:

Janssen J. Academic Procrastination: Prevalence Among High School and Undergraduate Students and Relationship to Academic Achievement. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 Dec 09]. Available from: https://scholarworks.gsu.edu/epse_diss/103.

Council of Science Editors:

Janssen J. Academic Procrastination: Prevalence Among High School and Undergraduate Students and Relationship to Academic Achievement. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/epse_diss/103


University of Minnesota

8. Herbers, Janette E. Parent-child relationships in young homeless families: co-regulation as a predictor of child self-regulation and school adjustment.

Degree: PhD, Child Psychology, 2011, University of Minnesota

 Developing adaptive behaviors are particularly important for children growing up in contexts of risk and adversity. This study examined the role of effective parenting for… (more)

Subjects/Keywords: Academic achievement; Executive function; Homelessness; Parenting; Risk; Self-regulation; Child Psychology

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APA (6th Edition):

Herbers, J. E. (2011). Parent-child relationships in young homeless families: co-regulation as a predictor of child self-regulation and school adjustment. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/116148

Chicago Manual of Style (16th Edition):

Herbers, Janette E. “Parent-child relationships in young homeless families: co-regulation as a predictor of child self-regulation and school adjustment.” 2011. Doctoral Dissertation, University of Minnesota. Accessed December 09, 2019. http://purl.umn.edu/116148.

MLA Handbook (7th Edition):

Herbers, Janette E. “Parent-child relationships in young homeless families: co-regulation as a predictor of child self-regulation and school adjustment.” 2011. Web. 09 Dec 2019.

Vancouver:

Herbers JE. Parent-child relationships in young homeless families: co-regulation as a predictor of child self-regulation and school adjustment. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Dec 09]. Available from: http://purl.umn.edu/116148.

Council of Science Editors:

Herbers JE. Parent-child relationships in young homeless families: co-regulation as a predictor of child self-regulation and school adjustment. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/116148


Duke University

9. Dent, Amy L. The Relation Between Self-Regulation and Academic Achievement: A Meta-Analysis Exploring Variation in the Way Constructs are Labeled, Defined, and Measured .

Degree: 2013, Duke University

  Guided by an integrative conceptual framework, a meta-analysis was conducted to explore the relation between the capacity aspect of self-regulation and academic achievement across… (more)

Subjects/Keywords: Psychology; Education; Statistics; academic achievement; meta-analysis; self-regulation

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APA (6th Edition):

Dent, A. L. (2013). The Relation Between Self-Regulation and Academic Achievement: A Meta-Analysis Exploring Variation in the Way Constructs are Labeled, Defined, and Measured . (Thesis). Duke University. Retrieved from http://hdl.handle.net/10161/7265

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):

Dent, Amy L. “The Relation Between Self-Regulation and Academic Achievement: A Meta-Analysis Exploring Variation in the Way Constructs are Labeled, Defined, and Measured .” 2013. Thesis, Duke University. Accessed December 09, 2019. http://hdl.handle.net/10161/7265.

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

MLA Handbook (7th Edition):

Dent, Amy L. “The Relation Between Self-Regulation and Academic Achievement: A Meta-Analysis Exploring Variation in the Way Constructs are Labeled, Defined, and Measured .” 2013. Web. 09 Dec 2019.

Vancouver:

Dent AL. The Relation Between Self-Regulation and Academic Achievement: A Meta-Analysis Exploring Variation in the Way Constructs are Labeled, Defined, and Measured . [Internet] [Thesis]. Duke University; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10161/7265.

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

Council of Science Editors:

Dent AL. The Relation Between Self-Regulation and Academic Achievement: A Meta-Analysis Exploring Variation in the Way Constructs are Labeled, Defined, and Measured . [Thesis]. Duke University; 2013. Available from: http://hdl.handle.net/10161/7265

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


University of Windsor

10. McLellan, Chelsea Kristin Marie. The Relationship Between Personality, Self-Regulated Learning, and Personality.

Degree: MA, Psychology, 2014, University of Windsor

 The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess… (more)

Subjects/Keywords: academic entitlement; individual differences; personality; self-regulated learning; self-regulation; the Big-Five

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APA (6th Edition):

McLellan, C. K. M. (2014). The Relationship Between Personality, Self-Regulated Learning, and Personality. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5188

Chicago Manual of Style (16th Edition):

McLellan, Chelsea Kristin Marie. “The Relationship Between Personality, Self-Regulated Learning, and Personality.” 2014. Masters Thesis, University of Windsor. Accessed December 09, 2019. https://scholar.uwindsor.ca/etd/5188.

MLA Handbook (7th Edition):

McLellan, Chelsea Kristin Marie. “The Relationship Between Personality, Self-Regulated Learning, and Personality.” 2014. Web. 09 Dec 2019.

Vancouver:

McLellan CKM. The Relationship Between Personality, Self-Regulated Learning, and Personality. [Internet] [Masters thesis]. University of Windsor; 2014. [cited 2019 Dec 09]. Available from: https://scholar.uwindsor.ca/etd/5188.

Council of Science Editors:

McLellan CKM. The Relationship Between Personality, Self-Regulated Learning, and Personality. [Masters Thesis]. University of Windsor; 2014. Available from: https://scholar.uwindsor.ca/etd/5188


University of Illinois – Urbana-Champaign

11. Lampkins, Shawn. Exploring motivational profiles among high school students: a social-cognitive perspective.

Degree: PhD, 0210, 2014, University of Illinois – Urbana-Champaign

 Motivational beliefs are central role players in shaping academic self-regulation and achievement, which decline significantly as students matriculate secondary-educational contexts. This study uses an advanced… (more)

Subjects/Keywords: adolescent motivation; achievement; goal orientation; academic self-efficacy; subjective task-values; academic self-regulation; latent profile analysis

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APA (6th Edition):

Lampkins, S. (2014). Exploring motivational profiles among high school students: a social-cognitive perspective. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/49491

Chicago Manual of Style (16th Edition):

Lampkins, Shawn. “Exploring motivational profiles among high school students: a social-cognitive perspective.” 2014. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 09, 2019. http://hdl.handle.net/2142/49491.

MLA Handbook (7th Edition):

Lampkins, Shawn. “Exploring motivational profiles among high school students: a social-cognitive perspective.” 2014. Web. 09 Dec 2019.

Vancouver:

Lampkins S. Exploring motivational profiles among high school students: a social-cognitive perspective. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2014. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2142/49491.

Council of Science Editors:

Lampkins S. Exploring motivational profiles among high school students: a social-cognitive perspective. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2014. Available from: http://hdl.handle.net/2142/49491


University of Southern California

12. Rey, Dustine. The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students.

Degree: EdD, Education (Counseling Psychology), 2009, University of Southern California

 This study investigated the relationship between gratitude, subjective well-being, personal and academic self efficacy and control of learning beliefs. The purpose of this dissertation was… (more)

Subjects/Keywords: positive psychology; social cognitive theory; gratitude; subjective well-being; academic self-efficacy; general self-efficacy; self-regulation; learning beliefs

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APA (6th Edition):

Rey, D. (2009). The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407127/rec/7157

Chicago Manual of Style (16th Edition):

Rey, Dustine. “The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students.” 2009. Doctoral Dissertation, University of Southern California. Accessed December 09, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407127/rec/7157.

MLA Handbook (7th Edition):

Rey, Dustine. “The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students.” 2009. Web. 09 Dec 2019.

Vancouver:

Rey D. The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Dec 09]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407127/rec/7157.

Council of Science Editors:

Rey D. The relationship of gratitude and subjective well-being to self-efficacy and control of learning beliefs among college students. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/407127/rec/7157


University of Kansas

13. Otts, Cindy Denise. SELF-REGULATION AND MATH ATTITUDES: EFFECTS ON ACADEMIC PERFORMANCE IN DEVELOPMENTAL MATH COURSES.

Degree: EdD, Educational Leadership and Policy Studies, 2010, University of Kansas

 The purpose of the study was to investigate the relationship among math attitudes, self-regulated learning, and course outcomes in developmental math. Math attitudes involved perceived… (more)

Subjects/Keywords: Community college education; Academic success; Developmental education; Developmental math; Math attitudes; Self-regulation

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APA (6th Edition):

Otts, C. D. (2010). SELF-REGULATION AND MATH ATTITUDES: EFFECTS ON ACADEMIC PERFORMANCE IN DEVELOPMENTAL MATH COURSES. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/7081

Chicago Manual of Style (16th Edition):

Otts, Cindy Denise. “SELF-REGULATION AND MATH ATTITUDES: EFFECTS ON ACADEMIC PERFORMANCE IN DEVELOPMENTAL MATH COURSES.” 2010. Doctoral Dissertation, University of Kansas. Accessed December 09, 2019. http://hdl.handle.net/1808/7081.

MLA Handbook (7th Edition):

Otts, Cindy Denise. “SELF-REGULATION AND MATH ATTITUDES: EFFECTS ON ACADEMIC PERFORMANCE IN DEVELOPMENTAL MATH COURSES.” 2010. Web. 09 Dec 2019.

Vancouver:

Otts CD. SELF-REGULATION AND MATH ATTITUDES: EFFECTS ON ACADEMIC PERFORMANCE IN DEVELOPMENTAL MATH COURSES. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1808/7081.

Council of Science Editors:

Otts CD. SELF-REGULATION AND MATH ATTITUDES: EFFECTS ON ACADEMIC PERFORMANCE IN DEVELOPMENTAL MATH COURSES. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/7081


Penn State University

14. Willner, Cynthia Jean. Relevance of the P3b event-related potential to children's self-regulation and academic performance: Findings from a developmental cascade model.

Degree: MS, Human Development and Family Studies, 2013, Penn State University

 Children’s ability to regulate their attention, emotions and behaviors at school entry is critical for setting the stage for positive school adjustment and optimal academic(more)

Subjects/Keywords: event-related potentials; P3b; self-regulation; selective attention; academic performance; learning engagement; early childhood

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APA (6th Edition):

Willner, C. J. (2013). Relevance of the P3b event-related potential to children's self-regulation and academic performance: Findings from a developmental cascade model. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/18908

Chicago Manual of Style (16th Edition):

Willner, Cynthia Jean. “Relevance of the P3b event-related potential to children's self-regulation and academic performance: Findings from a developmental cascade model.” 2013. Masters Thesis, Penn State University. Accessed December 09, 2019. https://etda.libraries.psu.edu/catalog/18908.

MLA Handbook (7th Edition):

Willner, Cynthia Jean. “Relevance of the P3b event-related potential to children's self-regulation and academic performance: Findings from a developmental cascade model.” 2013. Web. 09 Dec 2019.

Vancouver:

Willner CJ. Relevance of the P3b event-related potential to children's self-regulation and academic performance: Findings from a developmental cascade model. [Internet] [Masters thesis]. Penn State University; 2013. [cited 2019 Dec 09]. Available from: https://etda.libraries.psu.edu/catalog/18908.

Council of Science Editors:

Willner CJ. Relevance of the P3b event-related potential to children's self-regulation and academic performance: Findings from a developmental cascade model. [Masters Thesis]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/18908


Virginia Tech

15. Mokri, Parastou. Developing and Validating an Instrument to Measure Academic Self-Regulation.

Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech

 The purposes of this investigation were to develop and validate a comprehensive assessment instrument to measure academic self-regulation as a personal trait. The instrument was… (more)

Subjects/Keywords: validity; reliability; volitional skill; cognitive and motivational strategy; achievement; Academic self-regulation

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APA (6th Edition):

Mokri, P. (2012). Developing and Validating an Instrument to Measure Academic Self-Regulation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77283

Chicago Manual of Style (16th Edition):

Mokri, Parastou. “Developing and Validating an Instrument to Measure Academic Self-Regulation.” 2012. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/77283.

MLA Handbook (7th Edition):

Mokri, Parastou. “Developing and Validating an Instrument to Measure Academic Self-Regulation.” 2012. Web. 09 Dec 2019.

Vancouver:

Mokri P. Developing and Validating an Instrument to Measure Academic Self-Regulation. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/77283.

Council of Science Editors:

Mokri P. Developing and Validating an Instrument to Measure Academic Self-Regulation. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77283


University of Houston

16. Corkin, Danya 1978-. The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses.

Degree: Educational Psychology, Department of, 2012, University of Houston

Academic procrastination can be defined as the irrational delay of doing work on academic-related tasks that should be completed within a specific timeframe (Steel, 2010).… (more)

Subjects/Keywords: Academic Procrastination; Classroom Climate; Achievement Motivation; Self-regulated Learning; Motivational Regulation Strategies; Educational psychology

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APA (6th Edition):

Corkin, D. 1. (2012). The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/631

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):

Corkin, Danya 1978-. “The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses.” 2012. Thesis, University of Houston. Accessed December 09, 2019. http://hdl.handle.net/10657/631.

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

MLA Handbook (7th Edition):

Corkin, Danya 1978-. “The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses.” 2012. Web. 09 Dec 2019.

Vancouver:

Corkin D1. The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10657/631.

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

Council of Science Editors:

Corkin D1. The Influence of Personal Motivational Beliefs and Classroom Climate Dimensions on Academic Procrastination in College Mathematics Courses. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/631

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


Arizona State University

17. Salik, Steven Harrison. MBA Admissions Requirements as Predictors of Motivational Beliefs and Self-Regulatory Strategies in Self-Selected Online MBA Students.

Degree: PhD, Curriculum and Instruction, 2010, Arizona State University

 Driven by a variety of factors, online learning has continued to grow at an unprecedented rate. A Sloan Foundation report issued in January of 2010… (more)

Subjects/Keywords: Adult Education; Curriculum Development; Continuing education; academic success; mba program; online learning; self-regulation; self-regulatory; student success

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APA (6th Edition):

Salik, S. H. (2010). MBA Admissions Requirements as Predictors of Motivational Beliefs and Self-Regulatory Strategies in Self-Selected Online MBA Students. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8619

Chicago Manual of Style (16th Edition):

Salik, Steven Harrison. “MBA Admissions Requirements as Predictors of Motivational Beliefs and Self-Regulatory Strategies in Self-Selected Online MBA Students.” 2010. Doctoral Dissertation, Arizona State University. Accessed December 09, 2019. http://repository.asu.edu/items/8619.

MLA Handbook (7th Edition):

Salik, Steven Harrison. “MBA Admissions Requirements as Predictors of Motivational Beliefs and Self-Regulatory Strategies in Self-Selected Online MBA Students.” 2010. Web. 09 Dec 2019.

Vancouver:

Salik SH. MBA Admissions Requirements as Predictors of Motivational Beliefs and Self-Regulatory Strategies in Self-Selected Online MBA Students. [Internet] [Doctoral dissertation]. Arizona State University; 2010. [cited 2019 Dec 09]. Available from: http://repository.asu.edu/items/8619.

Council of Science Editors:

Salik SH. MBA Admissions Requirements as Predictors of Motivational Beliefs and Self-Regulatory Strategies in Self-Selected Online MBA Students. [Doctoral Dissertation]. Arizona State University; 2010. Available from: http://repository.asu.edu/items/8619


California State University – Northridge

18. cruz, Maria. Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness.

Degree: EdD, Department of Education Leadership And Policy Studies, 2015, California State University – Northridge

 The purpose of this study was to explore the perceptions of high school students and educators concerning the significance and influence of noncognitive skills on… (more)

Subjects/Keywords: Noncognitive Cognitive College Readiness Self- regulation Self-efficacy Self-monitoring Interpersonal Skills Academic Behaviors; Dissertations, Academic  – CSUN  – Education  – Educational Leadership and Policy Studies.

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APA (6th Edition):

cruz, M. (2015). Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness. (Doctoral Dissertation). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/145081

Chicago Manual of Style (16th Edition):

cruz, Maria. “Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness.” 2015. Doctoral Dissertation, California State University – Northridge. Accessed December 09, 2019. http://hdl.handle.net/10211.3/145081.

MLA Handbook (7th Edition):

cruz, Maria. “Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness.” 2015. Web. 09 Dec 2019.

Vancouver:

cruz M. Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness. [Internet] [Doctoral dissertation]. California State University – Northridge; 2015. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10211.3/145081.

Council of Science Editors:

cruz M. Influence of Noncognitive Skills on High Socioeconomic High School Students??? Learning and College Readiness. [Doctoral Dissertation]. California State University – Northridge; 2015. Available from: http://hdl.handle.net/10211.3/145081

19. Polh Budja, Katja. Vloga prepričanj o umskih sposobnostih v šolskem okolju: Miselna naravnanost v povezavi z učnim uspehom, učno nadarjenostjo, s samoregulacijo učenja in z učno samopodobo.

Degree: 2018, Univerza v Mariboru

Namen magistrske naloge je bil raziskati vlogo prepričanj o umskih sposobnostih v šolskem okolju. V raziskavi smo preverjali miselno naravnanost o umskih sposobnostih kot dejavnik… (more)

Subjects/Keywords: miselna naravnanost; učna uspešnost; učna samoregulacija; učna samopodoba; nadarjenost; mindset; academic achievement; academic self-regulation; academic self-concept; giftedness; info:eu-repo/classification/udc/159.923.38-057.874(043.2)

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APA (6th Edition):

Polh Budja, K. (2018). Vloga prepričanj o umskih sposobnostih v šolskem okolju: Miselna naravnanost v povezavi z učnim uspehom, učno nadarjenostjo, s samoregulacijo učenja in z učno samopodobo. (Masters Thesis). Univerza v Mariboru. Retrieved from https://dk.um.si/IzpisGradiva.php?id=69051 ; https://dk.um.si/Dokument.php?id=120559&dn= ; https://plus.si.cobiss.net/opac7/bib/23575304?lang=sl

Chicago Manual of Style (16th Edition):

Polh Budja, Katja. “Vloga prepričanj o umskih sposobnostih v šolskem okolju: Miselna naravnanost v povezavi z učnim uspehom, učno nadarjenostjo, s samoregulacijo učenja in z učno samopodobo.” 2018. Masters Thesis, Univerza v Mariboru. Accessed December 09, 2019. https://dk.um.si/IzpisGradiva.php?id=69051 ; https://dk.um.si/Dokument.php?id=120559&dn= ; https://plus.si.cobiss.net/opac7/bib/23575304?lang=sl.

MLA Handbook (7th Edition):

Polh Budja, Katja. “Vloga prepričanj o umskih sposobnostih v šolskem okolju: Miselna naravnanost v povezavi z učnim uspehom, učno nadarjenostjo, s samoregulacijo učenja in z učno samopodobo.” 2018. Web. 09 Dec 2019.

Vancouver:

Polh Budja K. Vloga prepričanj o umskih sposobnostih v šolskem okolju: Miselna naravnanost v povezavi z učnim uspehom, učno nadarjenostjo, s samoregulacijo učenja in z učno samopodobo. [Internet] [Masters thesis]. Univerza v Mariboru; 2018. [cited 2019 Dec 09]. Available from: https://dk.um.si/IzpisGradiva.php?id=69051 ; https://dk.um.si/Dokument.php?id=120559&dn= ; https://plus.si.cobiss.net/opac7/bib/23575304?lang=sl.

Council of Science Editors:

Polh Budja K. Vloga prepričanj o umskih sposobnostih v šolskem okolju: Miselna naravnanost v povezavi z učnim uspehom, učno nadarjenostjo, s samoregulacijo učenja in z učno samopodobo. [Masters Thesis]. Univerza v Mariboru; 2018. Available from: https://dk.um.si/IzpisGradiva.php?id=69051 ; https://dk.um.si/Dokument.php?id=120559&dn= ; https://plus.si.cobiss.net/opac7/bib/23575304?lang=sl

20. Price, Jenifer Lee. An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  Recent studies indicate a positive correlation between academic performance and metacognitive self-regulation (MSR) and effort regulation (ER). This relationship was explored across performance (e.g.,… (more)

Subjects/Keywords: Academic performance; Effort regulation; Metacognitive self-regulation; Mixed methods; Satisfaction; Self-regulated learning strategies; Instructional Media Design; Online and Distance Education; Secondary Education

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APA (6th Edition):

Price, J. L. (2017). An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29

Chicago Manual of Style (16th Edition):

Price, Jenifer Lee. “An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates.” 2017. Doctoral Dissertation, Old Dominion University. Accessed December 09, 2019. 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29.

MLA Handbook (7th Edition):

Price, Jenifer Lee. “An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates.” 2017. Web. 09 Dec 2019.

Vancouver:

Price JL. An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Dec 09]. Available from: 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29.

Council of Science Editors:

Price JL. An Analysis of Self-Regulated Learning Strategies, Academic Performance, and Satisfaction among Recent Online High School Graduates. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355806595 ; https://digitalcommons.odu.edu/stemps_etds/29


University of Pretoria

21. Rabe, P.P.J. (Petrus Paulus Johannes). Self-differentiation, pride and commitment of university students.

Degree: Educational Psychology, 2014, University of Pretoria

 In the present study the overarching aim was to investigate the relationship between commitment, self-differentiation and pride in undergraduate university students with the view to… (more)

Subjects/Keywords: Academic commitment; Identity-level self-regulation; Meaningfulness; Future-orientation; Identity-level commitment; Identity-investment; Self-regulatory learning; Learner engagement; Differentiation of self; Authentic; Hubristic pride; UCTD

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APA (6th Edition):

Rabe, P. P. J. (. P. (2014). Self-differentiation, pride and commitment of university students. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40183

Chicago Manual of Style (16th Edition):

Rabe, P P J (Petrus Paulus. “Self-differentiation, pride and commitment of university students.” 2014. Doctoral Dissertation, University of Pretoria. Accessed December 09, 2019. http://hdl.handle.net/2263/40183.

MLA Handbook (7th Edition):

Rabe, P P J (Petrus Paulus. “Self-differentiation, pride and commitment of university students.” 2014. Web. 09 Dec 2019.

Vancouver:

Rabe PPJ(P. Self-differentiation, pride and commitment of university students. [Internet] [Doctoral dissertation]. University of Pretoria; 2014. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2263/40183.

Council of Science Editors:

Rabe PPJ(P. Self-differentiation, pride and commitment of university students. [Doctoral Dissertation]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/40183


University of Florida

22. Dondzila, Karen J. Understanding Self-Regulated Learning in an Elementary Computer Supported Collaborative Learning Environment.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 The purpose of this study was to explore the interplay between elementary students metacognitive skills, and their ability to identify and apply self-regulated learning strategies… (more)

Subjects/Keywords: Academic learning; Collaborative learning; Content analysis; Educational environment; Learning; Learning motivation; Learning strategies; Self; Students; Teachers; control  – cscl  – elementary  – metacognition  – monitoring  – planning  – self-evaluation  – self-regulation

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APA (6th Edition):

Dondzila, K. J. (2015). Understanding Self-Regulated Learning in an Elementary Computer Supported Collaborative Learning Environment. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049048

Chicago Manual of Style (16th Edition):

Dondzila, Karen J. “Understanding Self-Regulated Learning in an Elementary Computer Supported Collaborative Learning Environment.” 2015. Doctoral Dissertation, University of Florida. Accessed December 09, 2019. http://ufdc.ufl.edu/UFE0049048.

MLA Handbook (7th Edition):

Dondzila, Karen J. “Understanding Self-Regulated Learning in an Elementary Computer Supported Collaborative Learning Environment.” 2015. Web. 09 Dec 2019.

Vancouver:

Dondzila KJ. Understanding Self-Regulated Learning in an Elementary Computer Supported Collaborative Learning Environment. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Dec 09]. Available from: http://ufdc.ufl.edu/UFE0049048.

Council of Science Editors:

Dondzila KJ. Understanding Self-Regulated Learning in an Elementary Computer Supported Collaborative Learning Environment. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049048


University of Ottawa

23. Ricard, Nathalie. Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-Regulation .

Degree: 2011, University of Ottawa

 How does the satisfaction (or the lack of satisfaction) of the innate need to have meaningful interpersonal relationships affects behavioural self-regulation? How does having/lacking interpersonal… (more)

Subjects/Keywords: Social exclusion and inclusion; Interpersonal relationships; Basic psychological needs; Self-determined motivation; Behavioural self-regulation; Academic motivation; High school dropout; Self-determination theory; Need to belong theory

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APA (6th Edition):

Ricard, N. (2011). Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-Regulation . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/20046

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):

Ricard, Nathalie. “Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-Regulation .” 2011. Thesis, University of Ottawa. Accessed December 09, 2019. http://hdl.handle.net/10393/20046.

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

MLA Handbook (7th Edition):

Ricard, Nathalie. “Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-Regulation .” 2011. Web. 09 Dec 2019.

Vancouver:

Ricard N. Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-Regulation . [Internet] [Thesis]. University of Ottawa; 2011. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10393/20046.

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

Council of Science Editors:

Ricard N. Effects of Social Exclusion and Inclusion on Basic Needs Satisfaction, Self-Determined Motivation, the Orientations of Interpersonal Relationships, and Behavioural Self-Regulation . [Thesis]. University of Ottawa; 2011. Available from: http://hdl.handle.net/10393/20046

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


Universidade do Minho

24. Fulano, Celso Simão. Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes .

Degree: 2017, Universidade do Minho

 A presente tese pretende contribuir para a literatura no domínio da procrastinação académica, analisando algumas variáveis que ajudam a explicar a procrastinação académica em matemática.… (more)

Subjects/Keywords: Procrastinação académica; autorregulação da aprendizagem; conhecimento prévio; autoeficácia a matemática; Academic procrastination; self-regulation of learning; prior knowledge; mathematical selfefficacy

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APA (6th Edition):

Fulano, C. S. (2017). Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes . (Doctoral Dissertation). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/48638

Chicago Manual of Style (16th Edition):

Fulano, Celso Simão. “Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes .” 2017. Doctoral Dissertation, Universidade do Minho. Accessed December 09, 2019. http://hdl.handle.net/1822/48638.

MLA Handbook (7th Edition):

Fulano, Celso Simão. “Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes .” 2017. Web. 09 Dec 2019.

Vancouver:

Fulano CS. Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes . [Internet] [Doctoral dissertation]. Universidade do Minho; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1822/48638.

Council of Science Editors:

Fulano CS. Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes . [Doctoral Dissertation]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/48638


University of California – Irvine

25. Villarreal, Brandilynn J. When Ambitions Aren’t Enough: The Role of Motivation, Self-Regulation, and Individual Agency in Higher-Education Goal Pursuit.

Degree: Psychology and Social Behavior, 2017, University of California – Irvine

 There is a growing disconnect between youth’s expectations to attend and graduate from college on the one hand and their ability to follow through on… (more)

Subjects/Keywords: Psychology; Developmental psychology; Educational psychology; Academic motivation; Community college; Goals; Higher education; Individual agency; Self-regulation

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APA (6th Edition):

Villarreal, B. J. (2017). When Ambitions Aren’t Enough: The Role of Motivation, Self-Regulation, and Individual Agency in Higher-Education Goal Pursuit. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/9j9614t9

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):

Villarreal, Brandilynn J. “When Ambitions Aren’t Enough: The Role of Motivation, Self-Regulation, and Individual Agency in Higher-Education Goal Pursuit.” 2017. Thesis, University of California – Irvine. Accessed December 09, 2019. http://www.escholarship.org/uc/item/9j9614t9.

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

MLA Handbook (7th Edition):

Villarreal, Brandilynn J. “When Ambitions Aren’t Enough: The Role of Motivation, Self-Regulation, and Individual Agency in Higher-Education Goal Pursuit.” 2017. Web. 09 Dec 2019.

Vancouver:

Villarreal BJ. When Ambitions Aren’t Enough: The Role of Motivation, Self-Regulation, and Individual Agency in Higher-Education Goal Pursuit. [Internet] [Thesis]. University of California – Irvine; 2017. [cited 2019 Dec 09]. Available from: http://www.escholarship.org/uc/item/9j9614t9.

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

Council of Science Editors:

Villarreal BJ. When Ambitions Aren’t Enough: The Role of Motivation, Self-Regulation, and Individual Agency in Higher-Education Goal Pursuit. [Thesis]. University of California – Irvine; 2017. Available from: http://www.escholarship.org/uc/item/9j9614t9

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


IUPUI

26. Mullen, Patricia A. Identification and Comparison of Academic Self Regulatory Strategy Use of Traditional and Accelerated Baccalaureate Nursing Students.

Degree: 2009, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

Objective: To explore and compare the use of metacognitive, cognitive, and environmental resource management self regulatory learning (SRL) strategies used… (more)

Subjects/Keywords: Academic Self Regulation, Baccalaureate Nursing Students, Learning Strategies, Higher Education; Nursing students; Learning strategies; Education, Higher

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APA (6th Edition):

Mullen, P. A. (2009). Identification and Comparison of Academic Self Regulatory Strategy Use of Traditional and Accelerated Baccalaureate Nursing Students. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2023

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):

Mullen, Patricia A. “Identification and Comparison of Academic Self Regulatory Strategy Use of Traditional and Accelerated Baccalaureate Nursing Students.” 2009. Thesis, IUPUI. Accessed December 09, 2019. http://hdl.handle.net/1805/2023.

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

MLA Handbook (7th Edition):

Mullen, Patricia A. “Identification and Comparison of Academic Self Regulatory Strategy Use of Traditional and Accelerated Baccalaureate Nursing Students.” 2009. Web. 09 Dec 2019.

Vancouver:

Mullen PA. Identification and Comparison of Academic Self Regulatory Strategy Use of Traditional and Accelerated Baccalaureate Nursing Students. [Internet] [Thesis]. IUPUI; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1805/2023.

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

Council of Science Editors:

Mullen PA. Identification and Comparison of Academic Self Regulatory Strategy Use of Traditional and Accelerated Baccalaureate Nursing Students. [Thesis]. IUPUI; 2009. Available from: http://hdl.handle.net/1805/2023

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


AUT University

27. Henning, Marcus A. Students' motivation to learn, academic achievement, and academic advising .

Degree: 2007, AUT University

 Numerous models of academic advising address the complex nature of student retention and attrition. Most tend to ignore the subtleties of implementing motivational and self-regulatory… (more)

Subjects/Keywords: Motivation; Higher education; Self-regulation; Academic advising

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Henning, M. A. (2007). Students' motivation to learn, academic achievement, and academic advising . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/326

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):

Henning, Marcus A. “Students' motivation to learn, academic achievement, and academic advising .” 2007. Thesis, AUT University. Accessed December 09, 2019. http://hdl.handle.net/10292/326.

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

MLA Handbook (7th Edition):

Henning, Marcus A. “Students' motivation to learn, academic achievement, and academic advising .” 2007. Web. 09 Dec 2019.

Vancouver:

Henning MA. Students' motivation to learn, academic achievement, and academic advising . [Internet] [Thesis]. AUT University; 2007. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10292/326.

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

Council of Science Editors:

Henning MA. Students' motivation to learn, academic achievement, and academic advising . [Thesis]. AUT University; 2007. Available from: http://hdl.handle.net/10292/326

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


University of Central Florida

28. Ha, Yo Sang. The Influence Of Components Of Positive Psychology On Student Development.

Degree: 2012, University of Central Florida

 Considering a wide range of student's delinquencies and problems, preventive intervention in school is strongly required for healthy student development. American School counselor Association (ASCA)… (more)

Subjects/Keywords: Positive psychology; student development; hope; optimism; self regulation; academic achievement; career development; social development; Counselor Education; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ha, Y. S. (2012). The Influence Of Components Of Positive Psychology On Student Development. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2325

Chicago Manual of Style (16th Edition):

Ha, Yo Sang. “The Influence Of Components Of Positive Psychology On Student Development.” 2012. Doctoral Dissertation, University of Central Florida. Accessed December 09, 2019. https://stars.library.ucf.edu/etd/2325.

MLA Handbook (7th Edition):

Ha, Yo Sang. “The Influence Of Components Of Positive Psychology On Student Development.” 2012. Web. 09 Dec 2019.

Vancouver:

Ha YS. The Influence Of Components Of Positive Psychology On Student Development. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2019 Dec 09]. Available from: https://stars.library.ucf.edu/etd/2325.

Council of Science Editors:

Ha YS. The Influence Of Components Of Positive Psychology On Student Development. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2325


University of Pretoria

29. Mahlangu, Peter Patrick. The contribution of the teaching-learning environment to the development of self-regulation in learning.

Degree: Educational Psychology, 2008, University of Pretoria

 This study focuses in the students’ perception of self-regulation in learning as influenced by the teaching-learning-environment. The study was conducted at the University of Pretoria.… (more)

Subjects/Keywords: Affinity relationship table; Systems influence diagram; Self-regulation; Teaching-learning environment; Social cognitive theory; Self-efficacy; Academic success; Affinities; Interactive qualitative analysis; Interrelationship diagram; UCTD

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mahlangu, P. (2008). The contribution of the teaching-learning environment to the development of self-regulation in learning. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25105

Chicago Manual of Style (16th Edition):

Mahlangu, Peter. “The contribution of the teaching-learning environment to the development of self-regulation in learning.” 2008. Masters Thesis, University of Pretoria. Accessed December 09, 2019. http://hdl.handle.net/2263/25105.

MLA Handbook (7th Edition):

Mahlangu, Peter. “The contribution of the teaching-learning environment to the development of self-regulation in learning.” 2008. Web. 09 Dec 2019.

Vancouver:

Mahlangu P. The contribution of the teaching-learning environment to the development of self-regulation in learning. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2263/25105.

Council of Science Editors:

Mahlangu P. The contribution of the teaching-learning environment to the development of self-regulation in learning. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/25105


University of Pretoria

30. [No author]. The contribution of the teaching-learning environment to the development of self-regulation in learning .

Degree: 2008, University of Pretoria

 This study focuses in the students’ perception of self-regulation in learning as influenced by the teaching-learning-environment. The study was conducted at the University of Pretoria.… (more)

Subjects/Keywords: Affinity relationship table; Systems influence diagram; Self-regulation; Teaching-learning environment; Social cognitive theory; Self-efficacy; Academic success; Affinities; Interactive qualitative analysis; Interrelationship diagram; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2008). The contribution of the teaching-learning environment to the development of self-regulation in learning . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05292008-162713/

Chicago Manual of Style (16th Edition):

author], [No. “The contribution of the teaching-learning environment to the development of self-regulation in learning .” 2008. Masters Thesis, University of Pretoria. Accessed December 09, 2019. http://upetd.up.ac.za/thesis/available/etd-05292008-162713/.

MLA Handbook (7th Edition):

author], [No. “The contribution of the teaching-learning environment to the development of self-regulation in learning .” 2008. Web. 09 Dec 2019.

Vancouver:

author] [. The contribution of the teaching-learning environment to the development of self-regulation in learning . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2019 Dec 09]. Available from: http://upetd.up.ac.za/thesis/available/etd-05292008-162713/.

Council of Science Editors:

author] [. The contribution of the teaching-learning environment to the development of self-regulation in learning . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-05292008-162713/

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