Effectiveness of motivational regulation: Dependence on specific motivational problems
- Location
-
Deutsche Nationalbibliothek Frankfurt am Main
- Extent
-
Online-Ressource
- Language
-
Englisch
- Bibliographic citation
-
In: Learning and Individual Differences, 52, S. 72-78
- Classification
-
Psychologie
- Event
-
Veröffentlichung
- (where)
-
Augsburg
- (who)
-
Universität Augsburg
- (when)
-
2016
- Event
-
Veröffentlichung
- (who)
-
Elsevier BV
- (when)
-
2016
- Creator
- DOI
-
10.1016/j.lindif.2016.10.011
- URN
-
urn:nbn:de:bvb:384-opus4-407099
- Rights
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
15.08.2025, 7:39 AM CEST
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Engelschalk, Tobias
- Steuer, Gabriele
- Dresel, Markus
- Universität Augsburg
- Elsevier BV
Time of origin
- 2016
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A longitudinal analysis of Dweck’s motivational-process-model in the classroom
Suitability of motivational regulation strategies for specific motivational problems: an expert survey
Examining the regulation of motivational and comprehension-related problems during collaborative learning
Interrelations between motivational regulation, procrastination and college dropout intentions
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
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Temporal dynamics between faculty goals, burnout/engagement, and performance in teaching and research: a latent change score approach
Structure, relationship, and determinants of monitoring strategies and judgment accuracy: an integrated model and evidence from two studies
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Applying a three-component approach to motivational regulation: relations of frequency, situation-specific fit and application quality of motivational regulation strategies with students' well-being
The role of state and trait motivational regulation for procrastinatory behavior in academic contexts: insights from two diary studies
A longitudinal analysis of Dweck’s motivational-process-model in the classroom
Suitability of motivational regulation strategies for specific motivational problems: an expert survey
Examining the regulation of motivational and comprehension-related problems during collaborative learning
Interrelations between motivational regulation, procrastination and college dropout intentions
Supporting self-regulated learning with digital media using motivational regulation and metacognitive prompts
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