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      Illustrating assessment: how Hong Kong university students conceive of the purposes of assessment

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      Studies in Higher Education
      Informa UK Limited

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          Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

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            Accounting for the effects of accountability.

            This article reviews the now extensive research literature addressing the impact of accountability on a wide range of social judgments and choices. It focuses on 4 issues: (a) What impact do various accountability ground rules have on thoughts, feelings, and action? (b) Under what conditions will accountability attenuate, have no effect on, or amplify cognitive biases? (c) Does accountability alter how people think or merely what people say they think? and (d) What goals do accountable decision makers seek to achieve? In addition, this review explores the broader implications of accountability research. It highlights the utility of treating thought as a process of internalized dialogue; the importance of documenting social and institutional boundary conditions on putative cognitive biases; and the potential to craft empirical answers to such applied problems as how to structure accountability relationships in organizations.
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              Achievement goals and discrete achievement emotions: A theoretical model and prospective test.

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                Author and article information

                Journal
                Studies in Higher Education
                Studies in Higher Education
                Informa UK Limited
                0307-5079
                1470-174X
                September 2013
                September 2013
                : 38
                : 7
                : 1037-1057
                Article
                10.1080/03075079.2011.616955
                88c70608-e30f-4685-8e81-8136201b6793
                © 2013
                History

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