A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap
暂无分享,去创建一个
[1] Jesse S. Michel,et al. All Work and No Play? A Meta-Analytic Examination of the Correlates and Outcomes of Workaholism , 2016 .
[2] E. A. Locke,et al. Self-reflection, growth goals, and academic outcomes: A qualitative study. , 2015, The British journal of educational psychology.
[3] Daniel Stein,et al. Disentangling the Relationships Among Self-Reflection, Insight, and Subjective Well-Being: The Role of Dysfunctional Attitudes and Core Self-Evaluations , 2014, The Journal of psychology.
[4] Nico W. Van Yperen,et al. A Meta-Analysis of Self-Reported Achievement Goals and Nonself-Report Performance across Three Achievement Domains (Work, Sports, and Education) , 2014, PloS one.
[5] A. Di Bartolomeo,et al. Calling into Question the Link between Educational Achievement and Migrant Background , 2014 .
[6] Frederik Anseel,et al. Systematic Reflection , 2014 .
[7] Gregory M. Walton,et al. The New Science of Wise Psychological Interventions , 2014 .
[8] Geoffrey L. Cohen,et al. The psychology of change: self-affirmation and social psychological intervention. , 2014, Annual review of psychology.
[9] E. A. Locke,et al. Writing about Goals Enhances Academic Performance and Aids Personal Development , 2014 .
[10] Angela L. Duckworth,et al. From Fantasy to Action , 2013, Social psychological and personality science.
[11] Personal narratives as the highest level of cognitive integration. , 2013, The Behavioral and brain sciences.
[12] F. Schmidt. The economic value of goal setting to employers. , 2013 .
[13] Edwin A. Locke,et al. New developments in goal setting and task performance. , 2013 .
[14] Daan van Knippenberg,et al. To reflect or not to reflect: Prior team performance as a boundary condition of the effects of reflexivity on learning and final team performance , 2013 .
[15] C. Abraham,et al. Psychological correlates of university students' academic performance: a systematic review and meta-analysis. , 2012, Psychological bulletin.
[16] Jordan B. Peterson,et al. Psychological entropy: a framework for understanding uncertainty-related anxiety. , 2012, Psychological review.
[17] A. Clark. Personal narratives as the highest level of cognitive integration , 2012 .
[18] Piet Kommers,et al. Understanding academic performance of international students: the role of ethnicity, academic and social integration , 2012 .
[19] Timothy D. Wilson,et al. Redirect: The Surprising New Science of Psychological Change , 2011 .
[20] Cindy K. Chung,et al. Expressive Writing: Connections to Physical and Mental Health , 2011 .
[21] Gregory M. Walton,et al. A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students , 2011, Science.
[22] Alexander K. Koch,et al. Self-Regulation Through Goal Setting , 2011, SSRN Electronic Journal.
[23] Sean F. Reardon. The widening academic achievement gap between the rich and the poor , 2011 .
[24] Geoffrey L. Cohen,et al. Supporting Online Material for Reducing the Gender Achievement Gap in College Science: A Classroom Study of Values Affirmation , 2010 .
[25] E. Romero,et al. Goals during Adolescence and their Relationship with Antisocial Behavior , 2010, The Spanish journal of psychology.
[26] P. Gollwitzer,et al. Staying on track: Planned goal striving is protected from disruptive internal states , 2010 .
[27] Jordan B. Peterson,et al. Setting, elaborating, and reflecting on personal goals improves academic performance. , 2010, The Journal of applied psychology.
[28] Mark C. Long,et al. Why Are Men Falling Behind? Gender Gaps in College Performance and Persistence , 2010 .
[29] Vincent Tinto,et al. From Theory to Action: Exploring the Institutional Conditions for Student Retention , 2010 .
[30] S. Robbins,et al. Intervention Effects on College Performance and Retention as Mediated by Motivational, Emotional, and Social Control Factors: Integrated Meta-Analytic Path Analyses , 2009, The Journal of applied psychology.
[31] Valerie Purdie-Vaughns,et al. Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap , 2009, Science.
[32] R. Wilkinson,et al. The Spirit Level: Why More Equal Societies Almost Always Do Better , 2009 .
[33] Jennifer Lyke. Insight, but not self-reflection, is related to subjective well-being , 2009 .
[34] Thomas A. DiPrete,et al. Gender Inequalities in Education , 2008 .
[35] P. Tymms,et al. Role models, school improvement and the ‘gender gap’—do men bring out the best in boys and women the best in girls?1 , 2008 .
[36] Dominique Barchiesi,et al. European Credit Transfer and Accumulation System: An Alternative Way to Calculate the ECTS Grades , 2007 .
[37] P. Sheeran,et al. How do implementation intentions promote goal attainment? A test of component processes , 2007 .
[38] Gary P. Latham,et al. The Effect of Learning vs. Outcome Goals on Self‐Efficacy, Satisfaction and Performance in an MBA Program , 2006 .
[39] E. A. Locke,et al. New Directions in Goal-Setting Theory , 2006 .
[40] Geoffrey L. Cohen,et al. Reducing the Racial Achievement Gap: A Social-Psychological Intervention , 2006, Science.
[41] Michael Johns,et al. Combating stereotype threat: The effect of self-affirmation on women's intellectual performance. , 2006 .
[42] Andrew J. Martin,et al. Motivating Boys and Motivating Girls: Does Teacher Gender Really Make a Difference? , 2005 .
[43] J. Brooks-Gunn,et al. Children's competence and socioeconomic status in the family and neighborhood , 2005 .
[44] James W. Pennebaker,et al. Theories, Therapies, and Taxpayers: On the Complexities of the Expressive Writing Paradigm , 2006 .
[45] J. Pennebaker,et al. Psychological aspects of natural language. use: our words, our selves. , 2003, Annual review of psychology.
[46] MaryBeth Walpole,et al. Socioeconomic Status and College: How SES Affects College Experiences and Outcomes , 2003 .
[47] R. Aseltine,et al. Race and ethnic differences in depressed mood following the transition from high school. , 2003, Journal of health and social behavior.
[48] D. I. Boomsma,et al. Individual Differences in Aggression: Genetic Analyses by Age, Gender, and Informant in 3-, 7-, and 10-Year-Old Dutch Twins , 2003, Behavior genetics.
[49] E. A. Locke,et al. Building a practically useful theory of goal setting and task motivation. A 35-year odyssey. , 2002, The American psychologist.
[50] B. Zimmerman. Becoming a Self-Regulated Learner: An Overview , 2002 .
[51] Toni Schmader,et al. Gender Identification Moderates Stereotype Threat Effects on Women's Math Performance ☆ ☆☆ ★ , 2002 .
[52] Carrie B. Fried,et al. Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence , 2002 .
[53] A. Grant,et al. The Self-Reflection and Insight Scale: A new measure of private self-consciousness , 2002 .
[54] Arie W. Kruglanski,et al. A theory of goal systems. , 2002 .
[55] G. Oettingen,et al. Self-regulation of goal setting: turning free fantasies about the future into binding goals. , 2001, Journal of personality and social psychology.
[56] B. Zimmerman,et al. Self-regulated learning and academic achievement : theoretical perspectives , 2001 .
[57] T. Judge,et al. The job satisfaction-job performance relationship: a qualitative and quantitative review. , 2001, Psychological bulletin.
[58] E. Deci,et al. The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior , 2000 .
[59] Gabriele Oettingen,et al. Effective self-regulation of goal attainment , 2000 .
[60] G. Weiner,et al. Closing the Gender Gap: Postwar Education and Social Change , 1999 .
[61] Gerard H. Seijts,et al. The effects of proximal and distal goals on performance on a moderately complex task , 1999 .
[62] D. Simonton. Origins of genius : Darwinian perspectives on creativity , 1999 .
[63] J. Peterson,et al. Maps of Meaning: The Architecture of Belief , 1999 .
[64] M. Arnot. Closing the Gender Gap , 1999 .
[65] C. Carver,et al. On the Self-Regulation of Behavior , 1998 .
[66] C. Carver,et al. On the Self-Regulation of Behavior , 1998 .
[67] Joshua M. Smyth,et al. Written emotional expression : Effect sizes, outcome types, and moderating variables , 1998 .
[68] C. Jencks,et al. The Black-White Test Score Gap. , 1998 .
[69] J. Smyth,et al. Written emotional expression: effect sizes, outcome types, and moderating variables. , 1998, Journal of consulting and clinical psychology.
[70] J. T. Austin,et al. Goal constructs in psychology: Structure, process, and content. , 1996 .
[71] Jerry A. Jacobs,et al. Gender Inequality and Higher Education , 1996 .
[72] Edwin A. Locke,et al. Volitional choices in the goal achievement process , 1996 .
[73] Edwin A. Locke,et al. The Effects of Intra-individual Goal Conflict on Performance , 1994 .
[74] E. A. Locke,et al. Self-regulation through goal setting , 1991 .
[75] E. Deci,et al. Motivation and Education: The Self-Determination Perspective , 2008 .
[76] Henry L. Tosi. A Theory of Goal Setting and Task Performance , 1991 .
[77] Edwin A. Locke,et al. Goal setting, planning, and organizational performance: An experimental simulation , 1990 .
[78] D. Schunk. Goal Setting and Self-Efficacy During Self-Regulated Learning , 1990 .
[79] J. Hollenbeck,et al. An empirical examination of the antecedents of commitment to difficult goals. , 1989 .
[80] Carol S. Dweck,et al. Motivational processes affecting learning. , 1986 .
[81] J. Gray,et al. The neuropsychology of anxiety. , 1985, Issues in mental health nursing.
[82] E. Azmitia. The neuropsychology of anxiety: an enquiry into the functions of the Septo-Hippocampal system, Gray J.A.. Oxford University Press, New York (1981), pp. 523.,£27.50 , 1983 .
[83] J. Gray,et al. Précis of The neuropsychology of anxiety: An enquiry into the functions of the septo-hippocampal system , 1982, Behavioral and Brain Sciences.
[84] E. A. Locke,et al. Goal setting and task performance: 1969–1980. , 1981 .
[85] W. T. Powers. Behavior, the control of perception , 1973 .