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Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms

Learning and instruction, 2011-06, Vol.21 (3), p.416-428

2011

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Perceived Achievement Goal Structure and College Student Help Seeking

Journal of educational psychology, 2004-09, Vol.96 (3), p.569-581

Karabenick, Stuart A

2004

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Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year

Contemporary educational psychology, 2015-04, Vol.41, p.133-146

2015

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Strategy Motivation and Strategy Use: Role of Student Appraisals of Utility and Cost

Metacognition and learning, 2021-08, Vol.16 (2), p.345-366

2021

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Measuring Situational Interest in Academic Domains

Educational and psychological measurement, 2010-08, Vol.70 (4), p.647-671

2010

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Teacher Motivation: Theory and Practice

1, 2014

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Disentangling Perceived Educational Support Sources and Types in Adolescence and Latinas’ Educational Attainment in Adulthood

Hispanic journal of behavioral sciences, 2022-05, Vol.44 (2), p.123-148

2022

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Construct Validity of Self-Reported Metacognitive Learning Strategies

Educational assessment, 2016-01, Vol.21 (1), p.19-33

2016

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Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning

Educational psychology review, 2004-03, Vol.16 (1), p.35-57

2004

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Teachers' Implicit Attitudes, Explicit Beliefs, and the Mediating Role of Respect and Cultural Responsibility on Mastery and Performance-Focused Instructional Practices

Journal of educational psychology, 2015-05, Vol.107 (2), p.533-545

2015

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The meaning and measure of teachers' sense of responsibility for educational outcomes

Teaching and teacher education, 2013-02, Vol.30, p.13-26

2013

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Religious Fundamentalism in Eight Muslim-Majority Countries: Reconceptualization and Assessment

Journal for the scientific study of religion, 2018-12, Vol.57 (4), p.676-706

2018

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Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status

Educational psychologist, 2011-04, Vol.46 (2), p.122-140

2011

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Measuring Fundamentalism Across the Abrahamic Faiths

Journal for the scientific study of religion, 2021-09, Vol.60 (3), p.669-697

2021

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Relevance for Learning and Motivation in Education

The Journal of experimental education, 2018-01, Vol.86 (1), p.1-10

2018

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Immigrant Arab Adolescents in Ethnic Enclaves: Physical and Phenomenological Contexts of Identity Negotiation

Cultural diversity & ethnic minority psychology, 2015-04, Vol.21 (2), p.201-212

2015

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Examining approaches to research on self-regulated learning: conceptual and methodological considerations

Metacognition and learning, 2015-04, Vol.10 (1), p.151-163

2015

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Academic delay of gratification and children's study time allocation as a function of proximity to consequential academic goals

Learning and instruction, 2011-02, Vol.21 (1), p.77-94

2011

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Classroom and technology-supported help seeking: The need for converging research paradigms

Learning and instruction, 2011-04, Vol.21 (2), p.290-296

Karabenick, Stuart A.

2011

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Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation

Journal of school psychology, 2021-02, Vol.84, p.32-48

2021

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Seeking help in large college classes: A person-centered approach

Contemporary educational psychology, 2003, Vol.28 (1), p.37-58

Karabenick, Stuart A

2003

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Student Perceptions of Classroom Achievement Goal Structure: Is It Appropriate to Aggregate?

Journal of educational psychology, 2015-11, Vol.107 (4), p.1102-1115

2015

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Help Seeking in Academic Settings: Goals, Groups, and Contexts

1st edition., 2006

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Cognitive Processing of Self-Report Items in Educational Research: Do They Think What We Mean?

Educational psychologist, 2007-07, Vol.42 (3), p.139-151

2007

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Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents

High ability studies, 2019-07, Vol.30 (1-2), p.147-166

2019

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Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms

Perceived Achievement Goal Structure and College Student Help Seeking

Adolescents' help seeking in mathematics classrooms: Relations between achievement and perceived classroom environmental influences over one school year

Strategy Motivation and Strategy Use: Role of Student Appraisals of Utility and Cost

Measuring Situational Interest in Academic Domains

Teacher Motivation: Theory and Practice

Disentangling Perceived Educational Support Sources and Types in Adolescence and Latinas’ Educational Attainment in Adulthood

Construct Validity of Self-Reported Metacognitive Learning Strategies

Inherent Association Between Academic Delay of Gratification, Future Time Perspective, and Self-Regulated Learning

Teachers' Implicit Attitudes, Explicit Beliefs, and the Mediating Role of Respect and Cultural Responsibility on Mastery and Performance-Focused Instructional Practices

The meaning and measure of teachers' sense of responsibility for educational outcomes

Religious Fundamentalism in Eight Muslim-Majority Countries: Reconceptualization and Assessment

Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status

Measuring Fundamentalism Across the Abrahamic Faiths

Relevance for Learning and Motivation in Education

Immigrant Arab Adolescents in Ethnic Enclaves: Physical and Phenomenological Contexts of Identity Negotiation

Examining approaches to research on self-regulated learning: conceptual and methodological considerations

Academic delay of gratification and children's study time allocation as a function of proximity to consequential academic goals

Classroom and technology-supported help seeking: The need for converging research paradigms

Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents' math motivation

Seeking help in large college classes: A person-centered approach

Student Perceptions of Classroom Achievement Goal Structure: Is It Appropriate to Aggregate?

Help Seeking in Academic Settings: Goals, Groups, and Contexts

Cognitive Processing of Self-Report Items in Educational Research: Do They Think What We Mean?

Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents

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