The Best-Laid Plans
暂无分享,去创建一个
[1] W. James,et al. The Principles of Psychology. , 1983 .
[2] N. Ach,et al. Uber den Willensakt und das Temperament. , 1910 .
[3] H. Rugg,et al. The child-centered school : an appraisal of the new education , 1928 .
[4] John Dewey,et al. John Dewey on education , 1959 .
[5] G Dus,et al. National Goals for Education. , 1959, Science.
[6] G. S. Lesser. Motives in Fantasy, Action, and Society , 1960 .
[7] B. Maher,et al. Progress in experimental personality research , 1964 .
[8] D. Meichenbaum,et al. Training impulsive children to talk to themselves: a means of developing self-control. , 1971, Journal of abnormal psychology.
[9] W. Mischel. Processes in Delay of Gratification , 1974 .
[10] M. Mahoney,et al. Behavioral self-control , 1974 .
[11] David B. Tyack. The One Best System: A History of American Urban Education , 1974 .
[12] C. Dweck. The role of expectations and attributions in the alleviation of learned helplessness. , 1975 .
[13] G. Pask. STYLES AND STRATEGIES OF LEARNING , 1976 .
[14] R. Sternbach,et al. Consciousness and self-regulation: Advances in research Vol. 1, G.E. Schwartz and D. Shapiro (Eds.), Plenum Press, New York, 1976, xxii + 40- pp., Price : U.S. $ 22.74 , 1977, Pain.
[15] D. Norman,et al. Attention to Action: Willed and Automatic Control of Behavior Technical Report No. 8006. , 1980 .
[16] Noel Entwistle,et al. Styles of learning and teaching , 1981 .
[17] W. Mischel,et al. Beyond déjà vu in the search for cross-situational consistency. , 1982 .
[18] A. Bandura. Self-efficacy mechanism in human agency , 2024, Psihologìâ ì suspìlʹstvo.
[19] G. Salomon. The differential investment of mental effort in learning from different sources , 1983 .
[20] J. Kuhl,et al. Volitional aspects of achievement motivation and learned helplessness: toward a comprehensive theory of action control. , 1984, Progress in experimental personality research.
[21] J. Beckmann,et al. Historical Perspectives in the Study of Action Control , 1985 .
[22] J. Beckmann,et al. Action control : from cognition to behavior , 1985 .
[23] Lawrence C. Stedman. A New Look at the Effective Schools Literature , 1985 .
[24] Arthur G. Powell,et al. The Shopping Mall High School: Winners and Losers in the Educational Marketplace. , 1985 .
[25] M. Frese,et al. Goal Directed Behavior: The Concept of Action in Psychology , 1985 .
[26] Cynthia Parsons,et al. The Shopping Mall High School: Winners and Losers in the Educational Marketplace , 1985 .
[27] J. Kuhl. Volitional Mediators of Cognition-Behavior Consistency: Self-Regulatory Processes and Action Versus , 1985 .
[28] M. Lepper,et al. Intrinsic Motivation and instruction: conflicting Views on the Role of Motivational Processes in Computer-Based Education , 1985 .
[29] M. Walton. The Deming management method , 1986 .
[30] Julius Kuhl,et al. Motivation and information processing: A new look at decision making, dynamic change, and action control , 1986 .
[31] L. Corno. The Metacognitive Control Components of Self-Regulated Learning. , 1986 .
[32] John F. Kihlstrom,et al. Personality and social intelligence , 1987 .
[33] H. Heckhausen,et al. Thought contents and cognitive functioning in motivational versus volitional states of mind , 1987 .
[34] S. B. Nolen,et al. Reasons for studying: Motivational orientations and study strategies. , 1988 .
[35] H. Sockett. Education and Will: Aspects of Personal Capability , 1988, American Journal of Education.
[36] R. White,et al. Giving Voice to High School Students: Pressure and Boredom, Ya Know What I’m Sayin’? , 1988 .
[37] M. Trautman. The Moral and Spiritual Crisis in Education: A Curriculum for Justice and Compassion in Education. By David E. Purpel , 1988 .
[38] M. Lepper. Motivational Considerations in the Study of Instruction , 1988 .
[39] B. Zimmerman,et al. Construct Validation of a Strategy Model of Student Self-Regulated Learning , 1988 .
[40] Nancy Lesko,et al. Reducing the Risk: Schools as Communities of Support , 1989 .
[41] P. Ackerman,et al. Motivation and cognitive abilities: an integrative/aptitude-treatment interaction approach to skill acquisition , 1989 .
[42] R. Snow. Toward Assessment of Cognitive and Conative Structures in Learning , 1989 .
[43] H. Heckhausen,et al. Motivation und Handeln , 1989 .
[44] W. Mischel,et al. Cognitive person variables in the delay of gratification of older children at risk. , 1989, Journal of personality and social psychology.
[45] B. Zimmerman,et al. Self-regulated learning and academic achievement: Theory, research, and practice. , 1989 .
[46] L. Corno,et al. Self-Regulated Learning: A Volitional Analysis , 1989 .
[47] Julius Kuhl,et al. Self-regulation and metamotivation: Computational mechanisms, development, and assessment. , 1989 .
[48] R. Slavin,et al. Effective Programs for Students At Risk , 1990 .
[49] Richard E. Snow,et al. Cognitive-conative aptitude interactions in learning. , 1989 .
[50] David E. Purpel,et al. The moral & spiritual crisis in education : a curriculum for justice and compassion in education , 1989 .
[51] B. Zimmerman. A social cognitive view of self-regulated academic learning. , 1989 .
[52] W. Mischel,et al. Delay of gratification in children. , 1989, Science.
[53] S. Messick. COGNITIVE STYLE AND PERSONALITY: SCANNING AND ORIENTATION TOWARD AFFECT1 , 1989 .
[54] Carole A. Ames. Motivation: What Teachers Need to Know , 1990, Teachers College Record: The Voice of Scholarship in Education.
[55] M. Haberman,et al. Handbook of Research on Teacher Education , 1990 .
[56] R. Newman,et al. Development Aspects of Self-Regulated Learning , 1990 .
[57] Carl Bereiter,et al. Aspects of an Educational Learning Theory , 1990 .
[58] B. Weiner. History of motivational research in education , 1990 .
[59] P. Pintrich,et al. Motivational and self-regulated learning components of classroom academic performance. , 1990 .
[60] S. Sarason. The Predictable Failure of Educational Reform , 1990 .
[61] Ruth Kanfer,et al. Motivation and individual differences in learning: An integration of developmental, differential and cognitive perspectives , 1990 .
[62] Peter M. Gollwitzer,et al. From weighing to willing: Approaching a change decision through pre- or postdecisional mentation , 1990 .
[63] P. Ackerman,et al. Ability and Metacognitive Determinants of Skill Acquisition and Transfer , 1990 .
[64] A. Iran-Nejad. Active and Dynamic Self-Regulation of Learning Processes , 1990 .
[65] Marshall S. Smith,et al. Systemic school reform , 1990 .
[66] J. M. Digman. PERSONALITY STRUCTURE: EMERGENCE OF THE FIVE-FACTOR MODEL , 1990 .
[67] Susan H. Fuhrman,et al. The politics of curriculum and testing , 1991 .
[68] H. Sharp. The Predictable Failure of Educational Reform: Can We Change Course Before It's Too Late? , 1991 .
[69] E. Higgins,et al. Handbook of motivation and cognition : foundations of social behavior , 1991 .
[70] Annemarie S. Palincsar,et al. Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning , 1991 .
[71] R. Eisenberger. Learned industriousness. , 1992, Psychological review.
[72] Thomas L. Good,et al. Compliant Cognition: The Misalliance of Management and Instructional Goals in Current School Reform , 1992 .
[73] Dilafruz R. Williams. The Predictable Failure of Educational Reform: Can We Change Course Before It's Too Late? , 1992 .
[74] Community Collaboration and the Restructuring of Schools. , 1992 .
[75] Richard E. Snow,et al. Aptitude Theory: Yesterday, Today, and Tomorrow , 1992 .
[76] G. Wehlage,et al. Restructuring Urban Schools: The New Futures Experience , 1992 .
[77] Ruth Kanfer,et al. The Role of Volition in Learning and Performance , 1993 .