Related references
Note: Only part of the references are listed.The influence of knowledge recipients' proactivity on knowledge construction in cooperative learning experiences
Desiderio Juan Garcia-Almeida et al.
ACTIVE LEARNING IN HIGHER EDUCATION (2020)
Enhancing Statistical Inference in Psychological Research via Prospective and Retrospective Design Analysis
Gianmarco Altoe et al.
FRONTIERS IN PSYCHOLOGY (2020)
Academic Emotional Learning: A Critical Component of Self-Regulated Learning in the Emotional Learning Cycle
Adar Ben-Eliyahu
EDUCATIONAL PSYCHOLOGIST (2019)
Fostering adolescent curiosity through a question brainstorming intervention
Shelby Clark et al.
JOURNAL OF ADOLESCENCE (2019)
Past and present participation in extracurricular activities is associated with adaptive self-regulation of goals, academic success, and emotional wellbeing among university students
Maude Guilmette et al.
LEARNING AND INDIVIDUAL DIFFERENCES (2019)
Openness and Postsecondary Academic Performance: A Meta-Analysis of Facet-, Aspect-, and Dimension-Level Correlations
Thomas Gatzka et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2018)
Motor expertise and performance in spatial tasks: A meta-analysis
Daniel Voyer et al.
HUMAN MOVEMENT SCIENCE (2017)
A tripartite taxonomy of character: Evidence for intrapersonal, interpersonal, and intellectual competencies in children
Daeun Park et al.
CONTEMPORARY EDUCATIONAL PSYCHOLOGY (2017)
Much Ado About Grit: A Meta-Analytic Synthesis of the Grit Literature
Marcus Crede et al.
JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY (2017)
How volunteering helps students to develop soft skills
Albina Khasanzyanova
INTERNATIONAL REVIEW OF EDUCATION (2017)
How True Is Grit? Assessing Its Relations to High School and College Students' Personality Characteristics, Self-Regulation, Engagement, and Achievement
Katherine Muenks et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2017)
Adaptability, engagement and academic achievement at university
Rebecca J. Collie et al.
EDUCATIONAL PSYCHOLOGY (2017)
A Meta-Analysis of Mathematics and Working Memory: Moderating Effects of Working Memory Domain, Type of Mathematics Skill, and Sample Characteristics
Peng Peng et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2016)
Examining the integrity of measurement of cognitive abilities in the prediction of achievement: Comparisons and contrasts across variables from higher-order and bifactor models
Nicholas F. Benson et al.
JOURNAL OF SCHOOL PSYCHOLOGY (2016)
How Much Can Spatial Training Improve STEM Achievement?
Mike Stieff et al.
EDUCATIONAL PSYCHOLOGY REVIEW (2015)
Intelligence and school grades: A meta-analysis
Bettina Roth et al.
INTELLIGENCE (2015)
Good character at school: positive classroom behavior mediates the link between character strengths and school achievement
Lisa Wagner et al.
FRONTIERS IN PSYCHOLOGY (2015)
A meta-analysis of adult-rated child personality and academic performance in primary education
Arthur E. Poropat
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY (2014)
What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement
Carolina Mega et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2014)
Mind-Sets Matter: A Meta-Analytic Review of Implicit Theories and Self-Regulation
Jeni L. Burnette et al.
PSYCHOLOGICAL BULLETIN (2013)
Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem
Antonio Zuffiano et al.
LEARNING AND INDIVIDUAL DIFFERENCES (2013)
Validity of the Interest- and Deprivation-Type Epistemic Curiosity Model in Germany
Jordan A. Litman et al.
JOURNAL OF INDIVIDUAL DIFFERENCES (2013)
Working memory and mathematics in primary school children: A meta-analysis
Ilona Friso-van den Bos et al.
EDUCATIONAL RESEARCH REVIEW (2013)
The relationship of trait emotional intelligence with academic performance: A meta-analytic review
Harsha N. Perera et al.
LEARNING AND INDIVIDUAL DIFFERENCES (2013)
Adaptability: How Students' Responses to Uncertainty and Novelty Predict Their Academic and Non-Academic Outcomes
Andrew J. Martin et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2013)
Psychological Correlates of University Students' Academic Performance: A Systematic Review and Meta-Analysis
Michelle Richardson et al.
PSYCHOLOGICAL BULLETIN (2012)
Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed
David Scott Yeager et al.
EDUCATIONAL PSYCHOLOGIST (2012)
Executive Perceptions of the Top 10 Soft Skills Needed in Today's Workplace
Marcel M. Robles
BUSINESS AND PROFESSIONAL COMMUNICATION QUARTERLY (2012)
MORE THAN JUST GOOD GRADES: CANDIDATES' PERCEPTIONS ABOUT THE SKILLS AND ATTRIBUTES EMPLOYERS SEEK IN NEW GRADUATES
Manuel Salas Velasco
JOURNAL OF BUSINESS ECONOMICS AND MANAGEMENT (2012)
Dynamic Problem Solving: A New Assessment Perspective
Samuel Greiff et al.
APPLIED PSYCHOLOGICAL MEASUREMENT (2012)
Development and Psychometric Evaluation of the Personal Growth Initiative Scale-II
Christine Robitschek et al.
JOURNAL OF COUNSELING PSYCHOLOGY (2012)
Discriminant and Criterion-Related Validity of Achievement Goals in Predicting Academic Achievement: A Meta-Analysis
Chiungjung Huang
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2012)
The Differences Between Hard and Soft Skills and Their Relative Impact on Training Transfer
Dennis R. Laker et al.
HUMAN RESOURCE DEVELOPMENT QUARTERLY (2011)
Deliberate Practice Spells Success: Why Grittier Competitors Triumph at the National Spelling Bee
Angela Lee Duckworth et al.
SOCIAL PSYCHOLOGICAL AND PERSONALITY SCIENCE (2011)
The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions
Joseph A. Durlak et al.
CHILD DEVELOPMENT (2011)
The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance
Sophie von Stumm et al.
PERSPECTIVES ON PSYCHOLOGICAL SCIENCE (2011)
Do extra-curricular activities in schools improve educational outcomes? A critical review and meta-analysis of the literature
Boaz Shulruf
INTERNATIONAL REVIEW OF EDUCATION (2010)
Spatial ability and STEM: A sleeping giant for talent identification and development
David Lubinski
PERSONALITY AND INDIVIDUAL DIFFERENCES (2010)
A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance
Arthur E. Poropat
PSYCHOLOGICAL BULLETIN (2009)
Spatial Ability for STEM Domains: Aligning Over 50 Years of Cumulative Psychological Knowledge Solidifies Its Importance
Jonathan Wai et al.
JOURNAL OF EDUCATIONAL PSYCHOLOGY (2009)
Development and Validation of the Short Grit Scale (Grit-S)
Angela Lee Duckworth et al.
JOURNAL OF PERSONALITY ASSESSMENT (2009)
Core reporting practices in structural equation modeling
James B. Schreiber
RESEARCH IN SOCIAL & ADMINISTRATIVE PHARMACY (2008)
Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects
Barry J. Zimmerman
AMERICAN EDUCATIONAL RESEARCH JOURNAL (2008)
Grit: Perseverance and passion for long-term goals
Angela L. Duckworth et al.
JOURNAL OF PERSONALITY AND SOCIAL PSYCHOLOGY (2007)
Intelligence and socioeconomic success: A meta-analytic review of longitudinal research
Tanno Strenze
INTELLIGENCE (2007)
Age-related invariance of abilities measured with the Wechsler Adult Intelligence Scale-III
Stephen C. Bowden et al.
PSYCHOLOGICAL ASSESSMENT (2006)
The structure of human intelligence: It is verbal, perceptual, and image rotation (VPR), not fluid and crystallized
W Johnson et al.
INTELLIGENCE (2005)
What employers look for: the skills debate and the fit with youth perceptions
Anthea Taylor
JOURNAL OF EDUCATION AND WORK (2005)
A conceptual framework for assessing motivation and self-regulated learning in college students
PR Pintrich
EDUCATIONAL PSYCHOLOGY REVIEW (2004)
The role of trait emotional intelligence in academic performance and deviant behavior at school
KV Petrides et al.
PERSONALITY AND INDIVIDUAL DIFFERENCES (2004)
Academic achievement in high school: does emotional intelligence matter?
JDA Parker et al.
PERSONALITY AND INDIVIDUAL DIFFERENCES (2004)
Strengths of character and well-being
N Park et al.
JOURNAL OF SOCIAL AND CLINICAL PSYCHOLOGY (2004)