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Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions

Motivation and emotion, 2011-12, Vol.35 (4), p.351-367

2011

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Future Time Orientation and Temperament: Exploration of Their Relationship to Primary and Secondary Psychopathy

Psychological reports, 2009-08, Vol.105 (1), p.275-292

2009

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Motivation and Temporal Distance: Effect on Cognitive and Affective Manifestations

Psychological reports, 2009-10, Vol.105 (2), p.339-360

2009

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Goal distance in time and its effects on the relations between achievement motives and performance

Journal of research in personality, 1974-01, Vol.8 (2), p.161-171

Gjesme, Torgrim

1974

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Grouping in Education in Light of Theory and Results in Motivation

Scandinavian journal of educational research, 1994-01, Vol.38 (3-4), p.245-265

Gjesme, Torgrim

1994

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Grouping in education in light of theory and results in motivation

Scandinavian journal of educational research, 1994, Vol.38 (3)

Gjesme, Torgrim

1994

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Trait and state anxiety before and after competitive performance

Perceptual and motor skills, 1995-12, Vol.81 (3 Pt 2), p.1059

1995

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ON THE CONCEPT OF FUTURE TIME ORIENTATION: CONSIDERATIONS OF SOME FUNCTIONs' AND MEASUREMENTs' IMPLICATIONS

International journal of psychology, 1983-01, Vol.18 (1-4), p.443-461

Gjesme, Torgrim

1983

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Is there any future in achievement motivation?

Motivation and emotion, 1981-06, Vol.5 (2), p.115-138

Gjesme, Torgrim

1981

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Future Time Orientation as a Function of Achievement Motives, Ability, Delay of Gratification, and Sex

The journal of psychology, 1979-03, Vol.101 (2), p.173-188

Gjesme, Torgrim

1979

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Motivation to approach success (TS) and motivation to avoid failure (TF) at school

Scandinavian journal of educational research, 1983-09, Vol.27 (3), p.145-164

Gjesme, Torgrim

1983

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Motivation to Approach Success (Ts) and Motivation to Avoid Failure (TF) at School 1

Scandinavian journal of educational research, 1983-09, Vol.27 (3), p.145-164

Gjesme, Torgrim

1983

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Motivation to approach success (T4s) and motivation to avoid failure (T4f) at school

Scandinavian journal of educational research, 1983, Vol.27 (3)

Gjesme, Torgrim

1983

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General Satisfaction and Boredom at School as a Function of the Pupils' Personality Characteristics

Scandinavian journal of educational research, 1977-01, Vol.21 (1), p.113-146

Gjesme, Torgrim

1977

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INTRODUCTION: AN INQUIRY INTO THE CONCEPT OF FUTURE ORIENTATION

International journal of psychology, 1983-01, Vol.18 (1-4), p.347-350

Gjesme, Torgrim

1983

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The Factor Structure of Test Anxiety among Children with Different Characteristics 1

Scandinavian journal of educational research, 1981-06, Vol.25 (2), p.63-98

Gjesme, Torgrim

1981

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The Factor Structure of Test Anxiety among Children with Different Characteristics1

Scandinavian journal of educational research, 1981-06, Vol.25 (2), p.63-98

Gjesme, Torgrim

1981

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The factor structure of test anxiety among children with different characteristics

Scandinavian journal of educational research, 1981, Vol.25 (2)

Gjesme, Torgrim

1981

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The Achievement Motives Scale (AMS): theoretical basis and results from a first try-out of a Czech form

Scandinavian journal of educational research, 1994-01, Vol.38 (3-4), p.209-218

1994

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The Achievement Motives Scale (AMS): theoretical basis and results from a first try-out of a Czech form

Scandinavian journal of educational research, 1994, Vol.38 (3)

1994

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Amount of Manifested Test Anxiety in the Heterogeneous Classroom

The journal of psychology, 1982-03, Vol.110 (2), p.171-189

Gjesme, Torgrim

1982

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Motive to Achieve Success and Motive to Avoid Failure in Relation to School Performance for Pupils of Different Ability Levels

Scandinavian journal of educational research, 1971-01, Vol.15 (1), p.81-99

Gjesme, Torgrim

1971

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Achievement-related motives and school performance for girls

Journal of personality and social psychology, 1973-04, Vol.26 (1), p.131-136

1973

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The factor structure of test anxiety among children with different characteristics

Scandinavian journal of educational research, 1981-06, Vol.25 (2), p.63-98

Gjesme, Torgrim

1981

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Worry and Emotionality Components of Test Anxiety in Relation to Situational and Personality Determinants

Psychological reports, 1983-02, Vol.52 (1), p.267-280

Gjesme, Torgrim

1983

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Achievement motives and emotional processes in children during problem-solving: Two experimental studies of their relation to performance in different achievement goal conditions

Future Time Orientation and Temperament: Exploration of Their Relationship to Primary and Secondary Psychopathy

Motivation and Temporal Distance: Effect on Cognitive and Affective Manifestations

Goal distance in time and its effects on the relations between achievement motives and performance

Grouping in Education in Light of Theory and Results in Motivation

Grouping in education in light of theory and results in motivation

Trait and state anxiety before and after competitive performance

ON THE CONCEPT OF FUTURE TIME ORIENTATION: CONSIDERATIONS OF SOME FUNCTIONs' AND MEASUREMENTs' IMPLICATIONS

Is there any future in achievement motivation?

Future Time Orientation as a Function of Achievement Motives, Ability, Delay of Gratification, and Sex

Motivation to approach success (TS) and motivation to avoid failure (TF) at school

Motivation to Approach Success (Ts) and Motivation to Avoid Failure (TF) at School 1

Motivation to approach success (T4s) and motivation to avoid failure (T4f) at school

General Satisfaction and Boredom at School as a Function of the Pupils' Personality Characteristics

INTRODUCTION: AN INQUIRY INTO THE CONCEPT OF FUTURE ORIENTATION

The Factor Structure of Test Anxiety among Children with Different Characteristics 1

The Factor Structure of Test Anxiety among Children with Different Characteristics1

The factor structure of test anxiety among children with different characteristics

The Achievement Motives Scale (AMS): theoretical basis and results from a first try-out of a Czech form

The Achievement Motives Scale (AMS): theoretical basis and results from a first try-out of a Czech form

Amount of Manifested Test Anxiety in the Heterogeneous Classroom

Motive to Achieve Success and Motive to Avoid Failure in Relation to School Performance for Pupils of Different Ability Levels

Achievement-related motives and school performance for girls

The factor structure of test anxiety among children with different characteristics

Worry and Emotionality Components of Test Anxiety in Relation to Situational and Personality Determinants

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