Academic buoyancy: Towards an understanding of students' everyday academic resilience.
暂无分享,去创建一个
[1] Jacquelynne S. Eccles,et al. Development of achievement motivation. , 2007 .
[2] Andrew J. Martin. Examining a multidimensional model of student motivation and engagement using a construct validation approach. , 2007, The British journal of educational psychology.
[3] Andrew J. Martin,et al. Personal bests (PBs): a proposed multidimensional model and empirical analysis. , 2006, The British journal of educational psychology.
[4] Andrew J. Martin,et al. Academic resilience and its psychological and educational correlates: A construct validity approach , 2006 .
[5] Andrew J. Martin,et al. Motivating Boys and Motivating Girls: Does Teacher Gender Really Make a Difference? , 2005 .
[6] Andrew J. Martin. School motivation of boys and girls: Differences of degree, differences of kind, or both? , 2004 .
[7] L. Meltzer. Resilience and Learning Disabilities: Research on Internal and External Protective Dynamics Introduction to the Special Series , 2004 .
[8] M. Margalit. Second-Generation Research on Resilience: Social-Emotional Aspects of Children with Learning Disabilities. , 2004 .
[9] R. Lazarus,et al. Comparison of two modes of stress measurement: Daily hassles and uplifts versus major life events , 1981, Journal of Behavioral Medicine.
[10] J. Rasbash,et al. A User's Guide to MLwiN version 2.0 , 2004 .
[11] P. Pintrich. A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. , 2003 .
[12] Nicole A. Lazar,et al. Statistical Analysis With Missing Data , 2003, Technometrics.
[13] E. Seidman,et al. Urban Adolescents' Transition to Junior High School and Protective Family Transactions , 2003 .
[14] H. Marsh,et al. Big-fish-little-pond effect on academic self-concept. A cross-cultural (26-country) test of the negative effects of academically selective schools. , 2003, The American psychologist.
[15] Andrew J. Martin. The Student Motivation Scale: Further Testing of an Instrument that Measures School Students' Motivation , 2003 .
[16] H. Marsh. A multidimensional physical self-concept: A construct validity approach to theory, measurement and research. , 2002 .
[17] Gordon W. Cheung,et al. Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance , 2002 .
[18] Maurice Miller. Resilience elements in students with learning disabilities. , 2002, Journal of clinical psychology.
[19] J. Wayman. The Utility of Educational Resilience for Studying Degree Attainment in School Dropouts , 2002 .
[20] R. Weinstein,et al. Turning around reading achievement: Predictors of high school students' academic resilience , 2001 .
[21] Andrew J. Martin. The Student Motivation Scale: A Tool for Measuring and Enhancing Motivation , 2001, Journal of Psychologists and Counsellors in Schools.
[22] B. Barnett. Handbook of early childhood intervention, 2nd edn , 2001 .
[23] Dawson R. Hancock,et al. Effects of Test Anxiety and Evaluative Threat on Students' Achievement and Motivation , 2001 .
[24] A. Masten. Ordinary magic. Resilience processes in development. , 2001, The American psychologist.
[25] B. Fredrickson. The role of positive emotions in positive psychology. The broaden-and-build theory of positive emotions. , 2001, The American psychologist.
[26] Geoffrey D. Borman,et al. Academic Success among Poor and Minority Students: An Analysis of Competing Models of School Effects. , 2001 .
[27] Andrew J. Martin,et al. Individual differences in verbal and math self-perceptions: One factor, two factors, or does it depend on the construct? , 2001 .
[28] B. Zimmerman. Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis , 2001 .
[29] B. Zimmerman,et al. Self-regulated learning and academic achievement : theoretical perspectives , 2001 .
[30] S. Luthar,et al. The construct of resilience: Implications for interventions and social policies , 2000, Development and Psychopathology.
[31] L. Aber,et al. Racial/Ethnic Identity, Congruence with the Social Context, and the Transition to High School , 2000 .
[32] Erik Morales. A Contextual Understanding of the Process of Educational Resilience: High Achieving Dominican American Students and the “Resilience Cycle” , 2000 .
[33] D. M. Kameda,et al. Interaction of Psychological Type and Anxiety Sensitivity on Academic Achievement , 2000, Perceptual and motor skills.
[34] E. Werner. Handbook of Early Childhood Intervention: Protective Factors and Individual Resilience , 2000 .
[35] E. Zigler. Handbook of Early Childhood Intervention edited by Jack P. Shonkoff , 2000 .
[36] Stephen Rayner,et al. International perspectives on individual differences , 2000 .
[37] John W. Graham,et al. Multiple imputation in multivariate research. , 2000 .
[38] Jürgen Baumert,et al. Modeling longitudinal and multilevel data: Practical issues, applied approaches, and specific examples. , 2000 .
[39] P. Mayring,et al. The impact of teachers' instructional strategies and students' anxiety levels on students' achievement in eighth grade German and U.S. classrooms , 2000 .
[40] Andrew J. Martin,et al. Depressed mood amongst adolescents: The roles of perceived control and coping style , 1999, Australian Journal of Guidance and Counselling.
[41] Xin Ma. A META-ANALYSIS OF THE RELATIONSHIP BETWEEN ANXIETY TOWARD MATHEMATICS AND ACHIEVEMENT IN MATHEMATICS , 1999 .
[42] Nadya A. Fouad,et al. Subject-matter specificity of self-efficacy, outcome expectancies, interests, and goals: Implications for the social–cognitive model. , 1999 .
[43] P. Voydanoff,et al. Risk and Protective Factors for Psychological Adjustment and Grades Among Adolescents , 1999 .
[44] Kenneth E. Leonard,et al. Psychological theories of drinking and alcoholism, 2nd ed. , 1999 .
[45] S. Overstreet,et al. A Preliminary Examination of the Relationship between Exposure to Community Violence and Academic Functioning. , 1999 .
[46] D. Vandell,et al. Risk and Resilience in the Urban Neighborhood: Predictors of Academic Performance among Low-Income Elementary School Children. , 1999 .
[47] A. Elliot,et al. Test anxiety and the hierarchical model of approach and avoidance achievement motivation. , 1999, Journal of personality and social psychology.
[48] D. Zohar. An Additive Model of Test Anxiety: Role of Exam-Specific Expectations. , 1998 .
[49] R. Waugh,et al. A Rasch measurement model analysis of the Revised Approaches to Studying Inventory. , 1998, The British journal of educational psychology.
[50] J. Catterall. Risk and Resilience in Student Transitions to High School , 1998, American Journal of Education.
[51] D. R. Bradley,et al. Male and Female Differences in Anxiety about Statistics are Not Reflected in Performance , 1998, Psychological reports.
[52] A. Masten,et al. The development of competence in favorable and unfavorable environments. Lessons from research on successful children. , 1998, The American psychologist.
[53] R. Mathar,et al. Classification, Data Analysis, and Data Highways , 1998 .
[54] Andrew J. Martin. Self-handicapping and defensive pessimism : predictors and consequences from a self-worth motivation perspective , 1998 .
[55] Joop J. Hox,et al. Multilevel modeling: When and why , 1998 .
[56] H. Marsh,et al. Effects of Metacognitive Strategy Training within a Cooperative Group Learning Context on Computer Achievement and Anxiety: An Aptitude-Treatment Interaction Study , 1997 .
[57] A. Padilla,et al. The Academic Resilience of Mexican American High School Students , 1997 .
[58] Pajares,et al. Item-Specific Efficacy Judgments in Mathematical Problem Solving: The Downside of Standing Too Close to Trees in a Forest , 1997, Contemporary educational psychology.
[59] H. Waxman,et al. Motivation and Learning Environment Differences between Resilient and Nonresilient Latino Middle School Students , 1997 .
[60] J. Finn,et al. Academic success among students at risk for school failure. , 1997, The Journal of applied psychology.
[61] E. Skaalvik. Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. , 1997 .
[62] H. Marsh. The measurement of physical self-concept: A construct validation approach. , 1997 .
[63] Richard G. Lomax,et al. A Beginner's Guide to Structural Equation Modeling , 2022 .
[64] Gary D. Phye,et al. Handbook of Classroom Assessment: Learning, Achievement, and Adjustment , 1996 .
[65] H. Waxman,et al. Motivation and Learning Environment Differences in Inner-City Middle School Students. , 1996 .
[66] Kathryn R. Wentzel,et al. Social motivation: Frontmatter , 1996 .
[67] Ian Newbegin,et al. Self-esteem and anxiety in secondary school achievement. , 1996 .
[68] E. Seidman,et al. The impact of the transition to high school on the self-system and perceived social context of poor urban youth , 1996, American journal of community psychology.
[69] Tim Urdan,et al. Exploratory Factor Analysis of the Mathematics Anxiety Scale. , 1996 .
[70] Mimi Bong,et al. Problems in academic motivation research and advantages and disadvantages of their solutions. , 1996 .
[71] C. Floyd. Achieving despite the Odds: A Study of Resilience among a Group of African American High School Seniors , 1996 .
[72] K. Schonert-Reichl,et al. Social motivation: Academic failure and school dropout: The influence of peers , 1996 .
[73] H. Marsh,et al. An evaluation of incremental fit indices: A clarification of mathematical and empirical properties. , 1996 .
[74] K. Bessant,et al. Factors Associated with Types of Mathematics Anxiety in College Students. , 1995 .
[75] Gillian Carty Roper,et al. Development and validation of adolescent-perceived microsystem scales: Social support, daily hassles, and involvement , 1995, American journal of community psychology.
[76] Walter P. Vispoel,et al. Success and Failure in Junior High School: A Critical Incident Approach to Understanding Students’ Attributional Beliefs , 1995 .
[77] David W. Johnson,et al. Cooperative Versus Competitive Efforts and Problem Solving , 1995 .
[78] J. Weisz,et al. Effects of psychotherapy with children and adolescents revisited: a meta-analysis of treatment outcome studies. , 1995, Psychological bulletin.
[79] Teresa Garcia,et al. Worriers and Procrastinators: Differences in Motivation, Cognitive Engagement, and Achievement between Defensive Pessimists and Self-Handicappers. , 1995 .
[80] M. Zeidner. Personal and contextual determinants of coping and anxiety in an evaluative situation: A prospective study☆ , 1994 .
[81] James H. McMillan,et al. At-Risk Students and Resiliency: Factors Contributing to Academic Success , 1994 .
[82] T. S. Watson,et al. Comparing Anxiety Management Training and Systematic Rational Restructuring for Reducing Mathematics Anxiety in College Students. , 1994 .
[83] Roger L. Brown. Efficacy of the indirect approach for estimating structural equation models with missing data: A comparison of five methods , 1994 .
[84] H. Yoshikawa. Prevention as cumulative protection: effects of early family support and education on chronic delinquency and its risks. , 1994, Psychological bulletin.
[85] Herbert W. Marsh,et al. The Multidimensional Structure of Academic Self-Concept: Invariance Over Gender and Age , 1993 .
[86] J. Norem,et al. Strategy-dependent effects of reflecting on self and tasks: Some implications of optimism and defensive pessimism. , 1993 .
[87] Walter J. Schneider,et al. Overcoming math anxiety: A comparison of stress inoculation training and systematic desensitization. , 1993 .
[88] Karl G. Jöreskog,et al. Lisrel 8: Structural Equation Modeling With the Simplis Command Language , 1993 .
[89] J. Eccles,et al. Age and gender differences in children's self- and task perceptions during elementary school. , 1993, Child development.
[90] D. Entwisle,et al. First-grade classroom behavior: its short- and long-term consequences for school performance. , 1993, Child development.
[91] H. Marsh. Academic self-concept: Theory, measurement, and research. , 1993 .
[92] M. Zeidner. Sources of academic stress: the case of first year Jewish and Arab college students in Israel , 1992 .
[93] M. Covington. Making the Grade: A Self-Worth Perspective on Motivation and School Reform , 1992 .
[94] Anthony S. Bryk,et al. Hierarchical Linear Models: Applications and Data Analysis Methods , 1992 .
[95] P. Kohn,et al. Hassles, health, and personality. , 1991, Journal of personality and social psychology.
[96] C. Midgley,et al. Transitions during early adolescence: Changes in children's domain-specific self-perceptions and general self-esteem across the transition to junior high school. , 1991 .
[97] Sylvia Alatorre Alva. Academic Invulnerability Among Mexican-American Students: The Importance of Protective Resources and Appraisals , 1991 .
[98] Sonya Flessati,et al. Gender differences in mathematics anxiety: An artifact of response bias? , 1991 .
[99] R. Lazarus. Emotion and Adaptation , 1991 .
[100] Herbert W. Marsh,et al. A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification , 1990 .
[101] R. P. McDonald,et al. Choosing a multivariate model: Noncentrality and goodness of fit. , 1990 .
[102] Allen L. Hammer,et al. Life events and coping resources as predictors of stress symptoms in adolescents , 1990 .
[103] H. Leitenberg. Handbook of social and evaluation anxiety , 1990 .
[104] B. Zimmerman,et al. Self-regulated learning and academic achievement: Theory, research, and practice. , 1989 .
[105] Barbara M. Byrne,et al. A Multifaceted Academic Self-Concept: Its Hierarchical Structure and Its Relation to Academic Achievement. , 1988 .
[106] H. Goldstein. Multilevel Statistical Models , 2006 .
[107] Barbara M. Byrne,et al. Adolescent Self-Concept: Testing the Assumption of Equivalent Structure Across Gender , 1987 .
[108] M. Rutter. Psychosocial resilience and protective mechanisms. , 1987, The American journal of orthopsychiatry.
[109] Kenneth E. Leonard,et al. Psychological Theories of Drinking and Alcoholism , 1986 .
[110] Lewayne D. Gilchrist,et al. Hassles, Role Strain, and Peer Relations in Young Adolescents , 1986 .
[111] N. Cantor,et al. Defensive pessimism: harnessing anxiety as motivation. , 1986, Journal of personality and social psychology.
[112] H. Marsh. Verbal and Math Self-Concepts: An Internal/External Frame of Reference Model , 1986 .
[113] Arie Shirom,et al. Students' stress , 1986 .
[114] Richard J. Shavelson,et al. Self-Concept: Its Multifaceted, Hierarchical Structure , 1985 .
[115] Sigmund Tobias,et al. Test Anxiety: Interference, Defective Skills, and Cognitive Capacity , 1985 .
[116] C. Spielberger. Assessment of state and trait anxiety: Conceptual and methodological issues. , 1985 .
[117] M. Passer. Fear of failure, fear of evaluation, perceived competence, and self-esteem in competitive-trait-anxious children , 1983 .
[118] J. Eccles. Expectancies, values and academic behaviors , 1983 .
[119] A. E. Gottfried. Relationships between academic intrinsic motivation and anxiety in children and young adolescents , 1982 .
[120] A. Greenwald,et al. Psychological perspectives on the self , 1982 .
[121] A. Rabin,et al. Further explorations in personality , 1981 .
[122] John R. Nesselroade,et al. Longitudinal Research in the Study of Behavior and Development , 1979 .
[123] Karl G. Jöreskog,et al. Statistical estimation of structural models in longitudinal-developmental investigations , 1979 .
[124] E. E. Jones,et al. Control of Attributions about the Self Through Self-handicapping Strategies: The Appeal of Alcohol and the Role of Underachievement , 1978 .
[125] A. Beck. Cognitive Therapy and the Emotional Disorders , 1975 .
[126] G. Rasch,et al. An item analysis which takes individual differences into account. , 1966, The British journal of mathematical and statistical psychology.
[127] D. Mcclelland,et al. TOWARD A THEORY OF MOTIVE ACQUISITION. , 1965, The American psychologist.
[128] J. W. Atkinson. Motivational determinants of risk-taking behavior. , 1957, Psychological review.