Additional bibliography for study
Elliot, A. J., & Dweck, C. S. (2017) (Eds). Handbook of competence and motivation. New York: The Guilford Press.
Gonida, E. N., & Lemos, M. (Guest Eds.) (2019). Motivation in Education at a Time of Global Change: Theory, Research and implication for Practice. In S. A. Karabenick & T. Urdan (Series Eds.), Advances in Motivation and Achievement Series, Vol. 20. Bingley, UK: Emerald Publishing.
Harpern, D. F. (2014). Thought and knowledge: An Introduction to Critical Thinking (5th ed.). New York: Psychology Press, Taylor and Francis Group.
Lipman, M. (2003). Thinking in education (2nded.). Cambridge: Cambridge University Press.
Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning
through prompts. Instructional Science, 40, 193–211. DOI 10.1007/s11251-011-9167-4
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54, 199-231.
Burns, Ε. C. (2020). Factors that support high school completion: A longitudinal examination of quality teacher-student relationships and intentions to graduate. Journal of Adolescence, 84, 180-189.
Cleary, T. J., & Kitsantas, A. (2017). Motivation and Self-Regulated Learning Influences on Middle School mathematics Achievement, School Psychology Review, 46, 88-107, DOI: 10.1080/02796015.2017.12087607
Callender, A. A., Franco-Watkins, A. M., & Roberts, A. S. (2016). Improving metacognition in the classroom through instruction, training, and feedback. Metacognition and Learning, 11(2), 215-235.
De Boer, H., Donker, A. S., Kostons, D. N. M., & van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115.
Cleary, T. J.& Zimmerman, B. J. (2004). Self-regulation Empowerment program: A school-based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550. DOI: 10.1002/pits.10177
Dignath, C., & Buttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231-264.
Dignath, C., & Buttner, G. (2018).Teachers’ direct and indirect promotion of self-regulated learning in primary and secondary school mathematics classes – insights from video-based classroom observations and teacher interviews.Metacognition and Learning, 13, 127-157.
Dignath, C., Buettner, G., &Langfeldt, H-P. (2008). How Can Primary School Students Learn Self-Regulated Learning Strategies Most Effectively? A Meta-Analysis on Self-Regulation Training Programmes.Educational Research Review, 3, 101-129.
Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014).Academic tenacity: Mindsets and skills that promote long-term learning. Stanford University: Bill & Melinda Gates Foundation.
Eccles, J. S. (2007). Families, schools, and developing of achievement-related motivations and engagement. In J. E. Grusec& P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 665–691). New York, NY: The Guilford Press.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. EducationalPsychologist, 46, 6-25.
Efklides, A. (2013). Cognition, motivation, and affect in the school context: Metacognitive experiences in the regulation of learning. In S. Kreitler (Ed.), Cognition and motivation: Forging an interdisciplinary perspective (pp.383-406). New York: Cambridge University Press.
Efklides, A. & Metallidou, P. (2020). Applying Metacognition and Self-Regulated Learning in the Classroom. In Oxford Research Encyclopedia of Education. Li-fang Zhang (Ed.).NewYork: OxfordUniversityPress. doi:10.1093/acrefore/9780190264093.013.961
Gonida, E. N., & Cortina, K. (2014). Parent involvement in homework: Relations with parent and student achievement-related motivational beliefs and achievement. British Journal of Educational Psychology, 84, 376-396.
Gonida, E. N., & Metallidou,P. (2015). Beliefs about school learning during adolescence: Their contribution to motivational beliefs and school achievement. Journal of Educational and Developmental Psychology, 5, 63-76.
Gonida, Ε., Kiosseoglou, G, &Leondari, A. (2006). Implicit theories of intelligence, perceived academic competence and school achievement: Developmental differences and educational implications. The American Journal of Psychology, 119, 223-238.
Gonida, E. N., Voulala, K., &Kiosseoglou, G. (2009). Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences,19, 53–60.
Gonida, E. N., Karabenick, S. A., Makara, K. A., & Hatzikyriakou, G. (2014). Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter? Learning and Instruction, 33, 120-130.
Gonzalez-DeHass, A. R., Willems, P. P., & Doan Holbein, M. F. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17, 99–123. doi:10.1007/s10648-005-3949-7
Hulleman, C. S., Barron, K. E., Kosovich, J. J., &Lazowski, R. A. (2015). Student motivation: current theories, constructs, and interventions within an expectancy-value framework. In A. Lipnevich, F., Preckel, & R. Roberts (Eds.), Psychosocial skills and school systems in the Twenty-first century: Theory, research, and applications.Springer.
Karabenick, S., & Gonida, E. N. (2018). Academic help seeking as a self-regulated learning strategy: Current issues, future directions. In Schunk, D. H., & Greene, J. A. (Eds.), Handbook of self-regulation of learning and performance (pp. 421-433, 2nd ed.). New York: Routledge.
Kitsantas, A. (2013). Fostering college students’ self-regulated learning with learning technologies. Hellenic Journal of Psychology, 10, 235-252.
Lazowski, R. A., &Hulleman, C. S. (2015). Motivation Interventions in Education: A Meta-Analytic Review. Review of Educational Research, XX, 1 –39.
Lee, M. & Bong, M. (2016). In their own words: Reasons underlying the achievement striving of students in schools. Journal of Educational Psychology, 108, 274-294.
Martin, L., & Halpern, D. (2011). Pedagogy for developing critical thinking in adolescents: Explicit instruction produces greater gains. Thinking Skills and Creativity, 6, 1-13.
Mega C., Ronconi L., & De Beni R. (2014). What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement. Journal of Educational Psychology,106,121-131.
Metallidou, P., &Vlachou, A. (2010). Children’s self-regulated learning profile in language and mathematics: The role of task value beliefs. Psychology in the Schools, 47, 776-788.
Metallidou, P. (2012). Epistemological beliefs as predictors of self-regulated learning strategies in middle school students. School Psychology International, 34(3), 283-298.
Muenks, K., Wigfield, A., & Eccles, J. S. (2018). I can do this! The development and calibration of
children’s expectations for success and competence beliefs. Developmental Review, 48, 24-39.
Murayama, K., & Elliot, A., (2012). The competition–performance relation: A meta-analytic review and test of the opposing processes model of competition and performance. Psychological Bulletin, 138, 1035-1070.
Pino-Pasternak, D., Basilio, M., & Whitebread, D. (2014). Interventions and Classroom Contexts That Promote Self-Regulated Learning: Two Intervention Studies in United Kingdom Primary Classrooms. PSYKHE, 23(2), 1-13. doi:10.7764/psykhe.23.2.739
Rosenzweig, E. Q., & Wigfield, A. (2016). STEM motivation interventions for adolescents: A promising start, but further to go. Educational Psychologist, 51, 146-163.
Ryan, A. M., Pintrich, P.R., &Midgley, C. (2001). Avoiding seeking help in the classroom: Who and why? Educational Psychology Review, 13, 93–114.
Schwinger, M., &Stiensmeier-Pelster, J. (2011). Prevention of self-handicapping – The protective function of mastery goals. Learning and Individual Differences, 21, 699-709.
Senko, C., Hulleman, C. S., &Harackiewicz, J. M. (2011). Achievement goal theory at the crossroads: Old controversies, current challenges, and new directions. Educational Psychologist. DOI: 10.1080/00461520.2011.538646
Stasinou, V., Hatzichristou, C., Lampropoulou, A., & Lianos, P. (2020). Adolescents’ perceptions of covitality and academic performance: The moderating role of school climate. Psychology, 25 (1), 55-71.
Tzohar-Rosen, M., & Kramarski, B. (2014). Metacognition, motivation and emotions: Contribution of self-regulated learning to solving mathematical problems. Global Education Review, 1 (4), 76-95.
Urdan, T., &Midgley, C. (2003). Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524–551.
Vauras, M., Salonen, P., Lehtinen, E., &Lepola, J. (2001). Long-term development of motivation and cognition in family and school contexts. In S. Volet& S. Jarvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 295–315). Oxford, UK: Pergamon.
Wigﬁeld, A., & Eccles, J. S. (2000).Expectancy–value theory of achievement motivation.Contemporary Educational Psychology, 25, 68–81.
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations and interest: Definitions, development and relations to achievement outcomes. Developmental Review, 30, 1-35.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314.
Yu, J., & McLellan, R. (2019). Beyond academic achievement goals: The importance of social achievement goals in explaining gender differences in self-handicapping. Learning and Individual Differences, 69, 33-44.