WHEN CHILDREN AND ADULTS DO NOT USE LEARNING-STRATEGIES - TOWARD A THEORY OF SETTINGS

[1] THE INTERACTION OF DOMAIN-SPECIFIC AND STRATEGIC KNOWLEDGE IN ACADEMIC-PERFORMANCE [J]. REVIEW OF EDUCATIONAL RESEARCH, 1988, 58 (04) : 375 - 404

[2] ACHIEVEMENT ATTRIBUTIONS AND SELF-INSTRUCTIONS UNDER COMPETITIVE AND INDIVIDUALISTIC GOAL STRUCTURES [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1984, 76 (03) : 478 - 487

[3] ACHIEVEMENT GOALS IN THE CLASSROOM - STUDENTS LEARNING-STRATEGIES AND MOTIVATION PROCESSES [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1988, 80 (03) : 260 - 267

[4] [Anonymous], THEORETICAL ISSUES R

[5] CHILDRENS EFFECTIVE USE OF MULTIPLE STANDARDS FOR EVALUATING THEIR COMPREHENSION [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1984, 76 (04) : 588 - 597

[6] BJORKLUND DF, IN PRESS CHILDRENS S

[7] BORKOWSKI JG, 1987, INTELLIGENCE, V11, P61, DOI 10.1016/0160-2896(87)90027-4

[8] BRANSFORD JD, 1983, LEARNING CHILDREN PR, P171

[9] Bronfenbrenner U., 1979, ECOLOGY HUMAN DEV EX

[10] Brown A. L., 1983, HDB CHILD PSYCHOL CO, V3, P77

[1] THE INTERACTION OF DOMAIN-SPECIFIC AND STRATEGIC KNOWLEDGE IN ACADEMIC-PERFORMANCE [J]. REVIEW OF EDUCATIONAL RESEARCH, 1988, 58 (04) : 375 - 404

[2] ACHIEVEMENT ATTRIBUTIONS AND SELF-INSTRUCTIONS UNDER COMPETITIVE AND INDIVIDUALISTIC GOAL STRUCTURES [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1984, 76 (03) : 478 - 487

[3] ACHIEVEMENT GOALS IN THE CLASSROOM - STUDENTS LEARNING-STRATEGIES AND MOTIVATION PROCESSES [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1988, 80 (03) : 260 - 267

[4] [Anonymous], THEORETICAL ISSUES R

[5] CHILDRENS EFFECTIVE USE OF MULTIPLE STANDARDS FOR EVALUATING THEIR COMPREHENSION [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1984, 76 (04) : 588 - 597

[6] BJORKLUND DF, IN PRESS CHILDRENS S

[7] BORKOWSKI JG, 1987, INTELLIGENCE, V11, P61, DOI 10.1016/0160-2896(87)90027-4

[8] BRANSFORD JD, 1983, LEARNING CHILDREN PR, P171

[9] Bronfenbrenner U., 1979, ECOLOGY HUMAN DEV EX

[10] Brown A. L., 1983, HDB CHILD PSYCHOL CO, V3, P77