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      A concept map approach to developing collaborative Mindtools for context-aware ubiquitous learning : Collaborative mindtools for ubiquitous learning

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      British Journal of Educational Technology
      Wiley-Blackwell

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          Most cited references40

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          Learning how to learn

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            Multifaceted impact of self-efficacy beliefs on academic functioning.

            This research analyzed the network of psychosocial influences through which efficacy beliefs affect academic achievement. Parents' sense of academic efficacy and aspirations for their children were linked to their children's scholastic achievement through their perceived academic capabilities and aspirations. Children's beliefs in their efficacy to regulate their own learning and academic attainments, in turn, contributed to scholastic achievement both independently and by promoting high academic aspirations and prosocial behavior and reducing vulnerability to feelings of futility and depression. Children's perceived social efficacy and efficacy to manage peer pressure for detrimental conduct also contributed to academic attainments but through partially different paths of affective and self-regulatory influence. The impact of perceived social efficacy was mediated through academic aspirations and a low level of depression. Perceived self-regulatory efficacy was related to academic achievement both directly and through adherence to moral self-sanctions for detrimental conduct and problem behavior that can subvert academic pursuits. Familial socioeconomic status was linked to children's academic achievement only indirectly through its effects on parental aspirations and children's prosocialness. The full set of self-efficacy, aspirational, and psychosocial factors accounted for a sizable share of the variance in academic achievement.
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              SELF-EFFICACY BELIEFS, MOTIVATION, AND ACHIEVEMENT IN WRITING: A REVIEW OF THE LITERATURE

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                Author and article information

                Journal
                British Journal of Educational Technology
                Wiley-Blackwell
                00071013
                September 2011
                September 13 2011
                : 42
                : 5
                : 778-789
                Article
                10.1111/j.1467-8535.2010.01102.x
                4879bfbd-15cc-455f-b08b-be5e69841c57
                © 2011

                http://doi.wiley.com/10.1002/tdm_license_1.1

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