Research graph
References from The impact of perceived English proficiency and competence beliefs on English learning motivation: a structural equation modeling analysis. Local targets link to admitted publications; unresolved targets remain external evidence.
Significance tests and goodness of fit in the analysis of covariance structures
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Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention
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Unresolved reference
2004 · External reference
Unresolved reference
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A systematic review and meta-analysis of growth mindset interventions: for whom, how, and why might such interventions work?
10.1037/bul0000368 · 2023 · External reference
Self-assessment in second language learning
10.1017/s0261444822000489 · 2024 · External reference
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Implicit theories of intelligence and academic achievement: a meta-analytic review
10.3389/fpsyg.2018.00829 · 2018 · External reference
Unresolved reference
2001 · External reference
Goal theory, motivation, and school achievement: an integrative review
10.1146/annurev.psych.51.1.171 · 2000 · External reference
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Motivation and motivating in the foreign language classroom
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Unresolved reference
2005 · External reference
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Capturing the dynamic nature of personality
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Unresolved reference
2000 · External reference
Unresolved reference
2006 · External reference
Implicit theories and their role in judgments and reactions: a word from two perspectives
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Unresolved reference
2005 · External reference
Mindsets: a view from two eras
10.1177/1745691618804166 · 2019 · External reference
Evaluating structural equation models with unobservable variables and measurement error
10.1177/002224378101800104 · 1981 · External reference
Unresolved reference
1972 · External reference
Self-assessment of language learning in formal settings
10.1093/elt/51.1.12 · 1997 · External reference
Beliefs, affordances, and adolescent development: lessons from a decade of growth mindset interventions
10.1016/bs.acdb.2021.04.004 · 2021 · External reference
Structural equation modelling: guidelines for determining model fit
2008 · External reference
Self-assessment in English language teaching and learning in the current decade (2010-2020): a systematic review
10.4236/ojml.2021.116066 · 2021 · External reference
Student motivation and associated outcomes: a meta-analysis from self-determination theory
10.1177/1745691620966789 · 2021 · External reference
Sex differences in brain regions activated by grammatical and reading tasks
10.1097/00001756-199808240-00022 · 1998 · External reference
The impact of high school students’ entity view of mathematical ability on their mathematical learning engagement: the mediating role of academic self-efficacy and negative academic emotions
2019 · External reference
Imaging studies on sex differences in the lateralization of language
10.1016/s0168-0102(01)00292-9 · 2001 · External reference
Common method bias in PLS-SEM: a full collinearity assessment approach
10.4018/ijec.2015100101 · 2015 · External reference
Lots of selves, some rebellious: developing the self-discrepancy model for language learners
10.1016/j.system.2016.05.012 · 2016 · External reference
Modernism and postmodernism concepts in education: its impact on EFL students’ autonomy and implication for EFL teachers
10.31098/jefltr.v2i1.850 · 2022 · External reference
Do growth mindset interventions impact students’ academic achievement? A systematic review and meta-analysis with recommendations for best practices
10.1037/bul0000352 · 2023 · External reference
Why do beliefs about intelligence influence learning success? A social cognitive neuroscience model
10.1093/scan/nsl013 · 2006 · External reference
Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement
10.1007/s10212-022-00620-1 · 2023 · External reference
Mind your errors: evidence for a neural mechanism linking growth mind-set to adaptive posterror adjustments
10.1177/0956797611419520 · 2011 · External reference
I like language assessment: EFL learners’ voices about self-assessment, self-efficacy, grit tendencies, academic resilience, and academic demotivation in online instruction
10.1186/s40468-023-00252-2 · 2023 · External reference
A review of L2 learning motivation research using L2 motivational self system
10.32996/jeltal.2022.4.1.7 · 2022 · External reference
Academic self-concept, implicit theories of ability, and self-regulation strategies
10.1080/00313830500267838 · 2005 · External reference
Research on language learning strategies: methods, findings, and instructional issues
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Sex differences in second language comprehension
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Common method biases in behavioral research: a critical review of the literature and recommended remedies
10.1037/0021-9010.88.5.879 · 2003 · External reference
Gender differences in reading and writing achievement: evidence from the National Assessment of educational Progress (NAEP)
10.1037/amp0000356 · 2019 · External reference
Measuring those who have their minds set: an item-level meta-analysis of the implicit theories of intelligence scale in education
10.1016/j.edurev.2022.100479 · 2022 · External reference
The role of self-, peer and teacher assessment in promoting Iranian EFL learners’ writing performance
10.1080/02602938.2010.549204 · 2012 · External reference
Self-determined profiles of academic motivation
10.1007/s11031-021-09918-x · 2022 · External reference
The impact of ideal second language self on communicative willingness: the chain mediating role of second language perseverance and confidence
2024 · External reference
What can be learned from growth mindset controversies?
10.1037/amp0000794 · 2020 · External reference
