"A Multilevel Analysis of Classroom Goal Structures’ Effects on Intrinsic Motivation and Peer Modeling: Teachers’ Promoting Interaction as a Classroom Level Mediator"
written by Kazuhiro Ohtani, Ryo Okada, Takamichi Ito, Motoyuki Nakaya,
published by Psychology, Vol.4 No.8, 2013
has been cited by the following article(s):
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[3] Effectiveness of a Blended Learning Social Skills Intervention on High School Students Identified as At-Risk for Emotional and Behavioral Disorders
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[6] Differences in Kindergartners' Participation and Regulation Strategies Across Time and Instructional Contexts
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[7] Influences on Self-Regulated Learning in Low-Income Children: Examining the Role of Private and Social Speech as Self-Regulation Tools
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[8] The explanatory and predictive relationship pattern between university students goal orientation behaviours and their academic achievement
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[9] An investigation of the stability and variability in young children's self-regulated learning behaviors in kindergarten
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[10] The Explanatory and Predictive Relationship Pattern between University Students' Goal Orientation Behaviours and Their Academic Achievement.
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[11] The explanatory and predictive relationship pattern between university students' goal orientation behaviours and their academic achievement
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[12] Mire gondolnak a magyar tanulók a célstruktúrák-kérdőív likert-skálás állításainak értékelésekor?
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[13] DO CULTURE AND VALUES PREDICT STUDENTS'PERCEIVED CLASSROOM GOAL STRUCTURES?
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[14] The Classroom Social Environment: A Case Study on Engineering Technology Students', FTK, UTeM
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[15] Transition to Middle School: Student Perceptions of Grading
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[16] A Study of the Regular Educators' Preparedness to Educate Students with Autism Spectrum Disorder
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[17] Do culture and values predict students' perceived classroom goal structures?
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