Research graph
References from Math self-concept through SRL components mediated with math self-efficacy: A PLS-SEM and Gaussian copula approach. Local targets link to admitted publications; unresolved targets remain external evidence.
Reciprocal relationships between math self-concept and math anxiety
10.1016/j.lindif.2011.12.004 · 2012 · External reference
Teaching strategies, cognitive factors and mathematics
10.1016/j.heliyon.2024.e29831 · 2024 · External reference
Impact of teaching style on perceived mathematics achievement of elementary education preservice teachers: The mediating roles of attitude and math self-concept
10.1007/s44217-024-00388-0 · 2024 · External reference
Mathematics productive disposition as a correlate of senior secondary school students' achievement in mathematics in Nigeria
10.1080/0020739x.2020.1815881 · 2022 · External reference
The role of growth mindset, self-efficacy, and intrinsic value in self-regulated learning and English language learning achievements
10.1177/1362168820933190 · 2023 · External reference
Self-regulation of motivation through anticipatory and self-reactive mechanisms
1991 · External reference
Social cognitive theory: An agentic perspective
10.1146/annurev.psych.52.1.1 · 2001 · External reference
Analysis of self-efficacy theory of behavioral change
10.1007/bf01663995 · 1977 · External reference
Revisiting Gaussian copulas to handle endogenous regressors
10.1007/s11747-021-00805-y · 2022 · External reference
Academic self-concept and self-efficacy: How different are they really?
10.1023/a:1021302408382 · 2003 · External reference
A scoping review of experimental evidence on face-to-face components of blended learning in higher education
10.1080/03075079.2022.2123911 · 2023 · External reference
Digital note-taking: An effective self-regulation tool in increasing academic achievement of Filipino students in a business mathematics online learning course
10.1177/27527263221149754 · 2023 · External reference
International students' self-determined motivation, beliefs about classroom assessment, learning strategies, and academic adjustment in higher education
10.1007/s10734-020-00608-0 · 2021 · External reference
Relation between pupils' mathematical self-efficacy and mathematical problem-solving in the context of the teachers' preferred pedagogies
10.3390/su122310215 · 2020 · External reference
Teachers' turnover intentions in view of implementing a flexible learning system: An extended theory of planned behavior
10.3390/su142013009 · 2022 · External reference
Mathematics teachers' encouragement of their students' metacognitive processes
10.3390/ejihpe12090088 · 2022 · External reference
The relationship between self-regulation, motivation, and performance at secondary school students
10.1016/j.sbspro.2015.04.410 · 2015 · External reference
The general causality orientations scale: Self-determination in personality
10.1016/0092-6566(85)90023-6 · 1985 · External reference
Mathematics anxiety: What have we learned in 60 years?
10.3389/fpsyg.2016.00508 · 2016 · External reference
Revisiting the metacognitive and affective model of self-regulated learning: Origins, development, and future directions
10.1007/s10648-024-09896-9 · 2024 · External reference
A study on the elementary school students' mathematics self-concept
10.1016/j.sbspro.2014.09.249 · 2014 · External reference
Academic self-efficacy and academic self-concept: Reconsidering structural relationships
10.1016/j.lindif.2009.05.004 · 2009 · External reference
Evaluating structural equation models with unobservable variables and measurement error
10.1177/002224378101800104 · 1981 · External reference
A PLS-SEM approach to model the motivation to learn mathematics in online classes: The mediating roles of self-reflection and self-monitoring
10.1016/j.actpsy.2026.107067 · 2026 · External reference
Unresolved reference
2017 · External reference
PLS-SEM: Indeed a silver bullet
10.2753/mtp1069-6679190202 · 2011 · External reference
Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance
10.1016/j.lrp.2013.01.001 · 2013 · External reference
Partial least squares structural equation modeling (PLS-SEM) an emerging tool in business research
10.1108/ebr-10-2013-0128 · 2014 · External reference
Unresolved reference
2021 · External reference
Modeling self-regulation in learning mathematics through teacher-promoting interaction and parental support among STEM learners: The mediating role of intrinsic motivation
10.1016/j.ssaho.2024.101135 · 2024 · External reference
Development of the" Self-Efficacy-Effort" in mathematics scale and its relationship to gender, achievement, and self-concept
2022 · External reference
How students' perception of feedback influences self-regulated learning: The mediating role of self-efficacy and goal orientation
2022 · External reference
A comparison of approaches for the analysis of interaction effects between latent variables using partial least squares path modeling
10.1080/10705510903439003 · 2010 · External reference
Common beliefs and reality about PLS: Comments on Rönkkö and Evermann (2013)
10.1177/1094428114526928 · 2014 · External reference
A new criterion for assessing discriminant validity in variance-based structural equation modeling
10.1007/s11747-014-0403-8 · 2015 · External reference
The use of partial least squares path modeling in international marketing
2009 · External reference
Mathematics anxiety and self-efficacy as predictors of mathematics literacy
10.1080/0020739x.2020.1868589 · 2022 · External reference
How do self‐efficacy and self‐concept impact mathematical achievement? The case of mathematical modelling
10.1111/bjep.12443 · 2022 · External reference
Mathematics beliefs and achievement of a national sample of Native American students: Results from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States assessment
10.2466/pr0.104.2.439-446 · 2009 · External reference
Addressing endogeneity in international marketing applications of partial least squares structural equation modeling
10.1509/jim.17.0151 · 2018 · External reference
Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development
10.1016/j.tate.2020.103096 · 2020 · External reference
Effect of blended learning environment model on high school students' academic achievement
2014 · External reference
Fostering students' autonomy within higher education: The relational roots of student adviser supports
2023 · External reference
Toward a model of text comprehension and production
10.1037/0033-295x.85.5.363 · 1978 · External reference
Common method bias in PLS-SEM: A full collinearity assessment approach
10.4018/ijec.2015100101 · 2015 · External reference
Multidimensionality of parental involvement and children's mathematics achievement in Taiwan: Mediating effect of math self-efficacy
10.1016/j.lindif.2016.02.004 · 2016 · External reference
Improving students' mathematics self-efficacy: A systematic review of intervention studies
2022 · External reference
Instructional practices, students' self-efficacy, and math achievement: A multilevel factor score path analysis
10.1007/s42330-021-00181-3 · 2021 · External reference
Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo-and co-taught classes
10.1007/s11251-024-09678-4 · 2025 · External reference
The survey study of mathematics motivated strategies for learning questionnaire (MMSLQ) for grade 10-12 Taiwanese students
2010 · External reference
The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance
10.1080/01443410.2019.1572104 · 2019 · External reference
The impact of blended learning on self-concept, motivation, and self-efficacy in mathematics performance
10.69569/jip.2025.514 · 2025 · External reference
Unresolved reference
2009 · External reference
Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies
10.1111/cdev.12036 · 2013 · External reference
A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety
10.1177/0004944119840073 · 2019 · External reference
Mathematics self-efficacy and mathematics performances: The need for specificity of assessment
10.1037/0022-0167.42.2.190 · 1995 · External reference
A review of self-regulated learning: Six models and four directions for research
10.3389/fpsyg.2017.00422 · 2017 · External reference
Handling endogenous regressors by joint estimation using copulas
10.1287/mksc.1120.0718 · 2012 · External reference
The role of metacognitive knowledge in learning, teaching, and assessing
10.1207/s15430421tip4104_3 · 2002 · External reference
A conceptual framework for assessing motivation and self-regulated learning in college students
10.1007/s10648-004-0006-x · 2004 · External reference
Unresolved reference
2024 · External reference
HTMT2–an improved criterion for assessing discriminant validity in structural equation modeling
10.1108/imds-02-2021-0082 · 2021 · External reference
What college freshmen believe about themselves: An investigation of mathematical mindset, identity, self-efficacy, and use of self-regulated learning strategies in mathematics
10.1007/s40753-023-00229-9 · 2025 · External reference
Partial least squares structural equation modeling
2021 · External reference
Unresolved reference
2019 · External reference
Motivation and social cognitive theory
10.1016/j.cedpsych.2019.101832 · 2020 · External reference
Supporting primary students' mathematical reasoning practice: The effects of formative feedback and the mediating role of self-efficacy
10.1080/14794802.2022.2062780 · 2023 · External reference
Perceived parental warmth and adolescents' math engagement in China: The mediating roles of need satisfaction and math self-efficacy
10.1016/j.lindif.2020.101837 · 2020 · External reference
Measuring cognitive load
2011 · External reference
Learning of mathematics: A metacognitive experiences perspective
10.1007/s10763-023-10385-8 · 2024 · External reference
Understanding PLEs through metacognition, self-regulation, and learner autonomy
2024 · External reference
Mind over matter: Testing the efficacy of an online randomized controlled trial to reduce distraction from smartphone use
10.3390/ijerph17134842 · 2020 · External reference
The effect of metacognitive knowledge on mathematics performance in self-regulated learning framework—multiple mediations of self-efficacy and motivation
10.3389/fpsyg.2018.02518 · 2018 · External reference
Unresolved reference
2000 · External reference
Set the controls for the heart of the maths. The protective factor of resilience in the face of mathematical anxiety
10.3390/math8101660 · 2020 · External reference
Modeling the relationship of the TPACK framework with cyber wellness, school climate, and digital nativity of basic education teachers
2024 · External reference
Investigating blended learning interactions in Philippine schools through the community of inquiry framework
10.1007/s12564-023-09826-4 · 2024 · External reference
Skill, thrill, and will: The role of metacognition, interest, and self‐control in predicting student engagement in mathematics learning over time
10.1111/cdev.13531 · 2021 · External reference
A new perspective on memorization practices among East Asian students based on PISA 2012
10.1080/01443410.2019.1648766 · 2020 · External reference
A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement
10.1080/03057925.2021.1922270 · 2023 · External reference
Making "sense" of ethical decision-making
10.1016/j.leaqua.2016.09.002 · 2016 · External reference
The effect of feedback on metacognitive strategy use in EFL writing
2022 · External reference
Reconsidering Baron and Kenny: Myths and truths about mediation analysis
10.1086/651257 · 2010 · External reference
Self-regulated learning and academic achievement: An overview
10.1207/s15326985ep2501_2 · 1990 · External reference
Becoming a self-regulated learner: An overview
10.1207/s15430421tip4102_2 · 2002 · External reference
Motivation: An essential dimension of self-regulated learning
2012 · External reference
Analysis of self-efficacy theory of behavioral change
10.1007/bf01663995 · ExternalCitation · doi-reference
A conceptual framework for assessing motivation and self-regulated learning in college students
10.1007/s10648-004-0006-x · ExternalCitation · doi-reference
Revisiting the metacognitive and affective model of self-regulated learning: Origins, development, and future directions
10.1007/s10648-024-09896-9 · ExternalCitation · doi-reference
International students' self-determined motivation, beliefs about classroom assessment, learning strategies, and academic adjustment in higher education
10.1007/s10734-020-00608-0 · ExternalCitation · doi-reference
Learning of mathematics: A metacognitive experiences perspective
10.1007/s10763-023-10385-8 · ExternalCitation · doi-reference
Developmental relations between mathematics self-concept, interest, and achievement: A comparison of solo-and co-taught classes
10.1007/s11251-024-09678-4 · ExternalCitation · doi-reference
A new criterion for assessing discriminant validity in variance-based structural equation modeling
10.1007/s11747-014-0403-8 · ExternalCitation · doi-reference
Revisiting Gaussian copulas to handle endogenous regressors
10.1007/s11747-021-00805-y · ExternalCitation · doi-reference
Investigating blended learning interactions in Philippine schools through the community of inquiry framework
10.1007/s12564-023-09826-4 · ExternalCitation · doi-reference
What college freshmen believe about themselves: An investigation of mathematical mindset, identity, self-efficacy, and use of self-regulated learning strategies in mathematics
10.1007/s40753-023-00229-9 · ExternalCitation · doi-reference
Instructional practices, students' self-efficacy, and math achievement: A multilevel factor score path analysis
10.1007/s42330-021-00181-3 · ExternalCitation · doi-reference
Impact of teaching style on perceived mathematics achievement of elementary education preservice teachers: The mediating roles of attitude and math self-concept
10.1007/s44217-024-00388-0 · ExternalCitation · doi-reference
The general causality orientations scale: Self-determination in personality
10.1016/0092-6566(85)90023-6 · ExternalCitation · doi-reference
A PLS-SEM approach to model the motivation to learn mathematics in online classes: The mediating roles of self-reflection and self-monitoring
10.1016/j.actpsy.2026.107067 · ExternalCitation · doi-reference
Motivation and social cognitive theory
10.1016/j.cedpsych.2019.101832 · ExternalCitation · doi-reference
Teaching strategies, cognitive factors and mathematics
10.1016/j.heliyon.2024.e29831 · ExternalCitation · doi-reference
Making "sense" of ethical decision-making
10.1016/j.leaqua.2016.09.002 · ExternalCitation · doi-reference
Academic self-efficacy and academic self-concept: Reconsidering structural relationships
10.1016/j.lindif.2009.05.004 · ExternalCitation · doi-reference
Reciprocal relationships between math self-concept and math anxiety
10.1016/j.lindif.2011.12.004 · ExternalCitation · doi-reference
Multidimensionality of parental involvement and children's mathematics achievement in Taiwan: Mediating effect of math self-efficacy
10.1016/j.lindif.2016.02.004 · ExternalCitation · doi-reference
Perceived parental warmth and adolescents' math engagement in China: The mediating roles of need satisfaction and math self-efficacy
10.1016/j.lindif.2020.101837 · ExternalCitation · doi-reference
Partial least squares structural equation modeling: Rigorous applications, better results and higher acceptance
10.1016/j.lrp.2013.01.001 · ExternalCitation · doi-reference
A study on the elementary school students' mathematics self-concept
10.1016/j.sbspro.2014.09.249 · ExternalCitation · doi-reference
The relationship between self-regulation, motivation, and performance at secondary school students
10.1016/j.sbspro.2015.04.410 · ExternalCitation · doi-reference
Modeling self-regulation in learning mathematics through teacher-promoting interaction and parental support among STEM learners: The mediating role of intrinsic motivation
10.1016/j.ssaho.2024.101135 · ExternalCitation · doi-reference
Impact of Children's math self-concept, math self-efficacy, math anxiety, and teacher competencies on math development
10.1016/j.tate.2020.103096 · ExternalCitation · doi-reference
Academic self-concept and self-efficacy: How different are they really?
10.1023/a:1021302408382 · ExternalCitation · doi-reference
Mathematics self-efficacy and mathematics performances: The need for specificity of assessment
10.1037/0022-0167.42.2.190 · ExternalCitation · doi-reference
Toward a model of text comprehension and production
10.1037/0033-295x.85.5.363 · ExternalCitation · doi-reference
Mathematics productive disposition as a correlate of senior secondary school students' achievement in mathematics in Nigeria
10.1080/0020739x.2020.1815881 · ExternalCitation · doi-reference
Mathematics anxiety and self-efficacy as predictors of mathematics literacy
10.1080/0020739x.2020.1868589 · ExternalCitation · doi-reference
The interplay between self-determined motivation, self-regulated cognitive strategies, and prior achievement in predicting academic performance
10.1080/01443410.2019.1572104 · ExternalCitation · doi-reference
A new perspective on memorization practices among East Asian students based on PISA 2012
10.1080/01443410.2019.1648766 · ExternalCitation · doi-reference
A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement
10.1080/03057925.2021.1922270 · ExternalCitation · doi-reference
A scoping review of experimental evidence on face-to-face components of blended learning in higher education
10.1080/03075079.2022.2123911 · ExternalCitation · doi-reference
A comparison of approaches for the analysis of interaction effects between latent variables using partial least squares path modeling
10.1080/10705510903439003 · ExternalCitation · doi-reference
Supporting primary students' mathematical reasoning practice: The effects of formative feedback and the mediating role of self-efficacy
10.1080/14794802.2022.2062780 · ExternalCitation · doi-reference
Reconsidering Baron and Kenny: Myths and truths about mediation analysis
10.1086/651257 · ExternalCitation · doi-reference
Partial least squares structural equation modeling (PLS-SEM) an emerging tool in business research
10.1108/ebr-10-2013-0128 · ExternalCitation · doi-reference
HTMT2–an improved criterion for assessing discriminant validity in structural equation modeling
10.1108/imds-02-2021-0082 · ExternalCitation · doi-reference
How do self‐efficacy and self‐concept impact mathematical achievement? The case of mathematical modelling
10.1111/bjep.12443 · ExternalCitation · doi-reference
Predicting long-term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies
10.1111/cdev.12036 · ExternalCitation · doi-reference
Skill, thrill, and will: The role of metacognition, interest, and self‐control in predicting student engagement in mathematics learning over time
10.1111/cdev.13531 · ExternalCitation · doi-reference
Social cognitive theory: An agentic perspective
10.1146/annurev.psych.52.1.1 · ExternalCitation · doi-reference
A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety
10.1177/0004944119840073 · ExternalCitation · doi-reference
Evaluating structural equation models with unobservable variables and measurement error
10.1177/002224378101800104 · ExternalCitation · doi-reference
Common beliefs and reality about PLS: Comments on Rönkkö and Evermann (2013)
10.1177/1094428114526928 · ExternalCitation · doi-reference
The role of growth mindset, self-efficacy, and intrinsic value in self-regulated learning and English language learning achievements
10.1177/1362168820933190 · ExternalCitation · doi-reference
Digital note-taking: An effective self-regulation tool in increasing academic achievement of Filipino students in a business mathematics online learning course
10.1177/27527263221149754 · ExternalCitation · doi-reference
Self-regulated learning and academic achievement: An overview
10.1207/s15326985ep2501_2 · ExternalCitation · doi-reference
Becoming a self-regulated learner: An overview
10.1207/s15430421tip4102_2 · ExternalCitation · doi-reference
The role of metacognitive knowledge in learning, teaching, and assessing
10.1207/s15430421tip4104_3 · ExternalCitation · doi-reference
Handling endogenous regressors by joint estimation using copulas
10.1287/mksc.1120.0718 · ExternalCitation · doi-reference
Addressing endogeneity in international marketing applications of partial least squares structural equation modeling
10.1509/jim.17.0151 · ExternalCitation · doi-reference
Mathematics beliefs and achievement of a national sample of Native American students: Results from the Trends in International Mathematics and Science Study (TIMSS) 2003 United States assessment
10.2466/pr0.104.2.439-446 · ExternalCitation · doi-reference
PLS-SEM: Indeed a silver bullet
10.2753/mtp1069-6679190202 · ExternalCitation · doi-reference
Mathematics anxiety: What have we learned in 60 years?
10.3389/fpsyg.2016.00508 · ExternalCitation · doi-reference
A review of self-regulated learning: Six models and four directions for research
10.3389/fpsyg.2017.00422 · ExternalCitation · doi-reference
The effect of metacognitive knowledge on mathematics performance in self-regulated learning framework—multiple mediations of self-efficacy and motivation
10.3389/fpsyg.2018.02518 · ExternalCitation · doi-reference
Mathematics teachers' encouragement of their students' metacognitive processes
10.3390/ejihpe12090088 · ExternalCitation · doi-reference
Mind over matter: Testing the efficacy of an online randomized controlled trial to reduce distraction from smartphone use
10.3390/ijerph17134842 · ExternalCitation · doi-reference
Set the controls for the heart of the maths. The protective factor of resilience in the face of mathematical anxiety
10.3390/math8101660 · ExternalCitation · doi-reference
Relation between pupils' mathematical self-efficacy and mathematical problem-solving in the context of the teachers' preferred pedagogies
10.3390/su122310215 · ExternalCitation · doi-reference
Teachers' turnover intentions in view of implementing a flexible learning system: An extended theory of planned behavior
10.3390/su142013009 · ExternalCitation · doi-reference
Common method bias in PLS-SEM: A full collinearity assessment approach
10.4018/ijec.2015100101 · ExternalCitation · doi-reference
The impact of blended learning on self-concept, motivation, and self-efficacy in mathematics performance
10.69569/jip.2025.514 · ExternalCitation · doi-reference
