Abstract
Current theoretical accounts of learning and instruction postulate that students are active seekers and processors of information (Pintrich, Cross, Kozma, & McKeachie, 1986; Shuell, 1986). Research indicates that students’ cognitions influence the instigation, direction, strength, and persistence of their achievement behaviors (Schunk, 1989b; Weinstein, 1989; Zimmerman, 1990).
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Schunk, D.H. (1995). Self-Efficacy and Education and Instruction. In: Maddux, J.E. (eds) Self-Efficacy, Adaptation, and Adjustment. The Plenum Series in Social/Clinical Psychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-6868-5_10
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DOI: https://doi.org/10.1007/978-1-4419-6868-5_10
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