https://orcid.org/0000-0002-2124-5061
Citations (37)
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Raees Calafato & Kevin Simmonds. (2023) The impact of multilingualism and learning patterns on student achievement in English and other subjects in higher education. Cambridge Journal of Education 53:5, pages 705-724.
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Jing Wang & Barry Bai. (2023) Whose goal emphases play a more important role in ESL/EFL learners’ motivation, self-regulated learning and achievement?: Teachers’ or parents’. Research Papers in Education 38:4, pages 520-542.
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Barry Bai, Jing Wang & Huixuan Zhou. (2022) An intervention study to improve primary school students’ self-regulated strategy use in English writing through e-learning in Hong Kong. Computer Assisted Language Learning 35:9, pages 2265-2290.
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Lihong Ma, Yuhong Jiao, Leifeng Xiao & Jian Liu. (2022) Moderation of teacher–student relationships in the link between motivation and English performance of struggling learners in China. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Masatoshi Sato. (2022) Mindsets and language-related problem-solving behaviors during interaction in the classroom. Innovation in Language Learning and Teaching 16:3, pages 265-276.
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Wing Shuen Lau & Munyi Shea. (2022) Empowering English learners in the classroom through culturally responsive social-emotional teaching practices. Journal of Multilingual and Multicultural Development 0:0, pages 1-18.
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Yin Yang & Yanjie Song. Developing and evaluating a mobile app with a self-regulation scheme to facilitate primary students’ self-regulated vocabulary learning. Computer Assisted Language Learning 0:0, pages 1-33.
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Articles from other publishers (30)
Ali Derakhshan & Jalil Fathi. (2024) Growth mindset, self-efficacy, and self-regulation: A symphony of success in L2 speaking. System 123, pages 103320.
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Alastair Henry & Meng Liu. (2024) L2 motivation and self regulated learning: An integrated model. System 123, pages 103301.
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Jianhua Zhang & Lawrence Jun Zhang. (2024) Profiling L2 students’ writing self-efficacy and its relationship with their writing strategies for self-regulated learning. System 122, pages 103253.
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Cunying Fan & Juan Wang. (2024) Configurational impact of self-regulated writing strategy, writing anxiety, and perceived writing difficulty on EFL writing performance: an fsQCA approach. Scientific Reports 14:1.
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Joanna Kic-Drgas & Ferit Kılıçkaya. (2024) Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers. Educational technology research and development.
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Jie Hu & Yiwei Zhang. (2024) Growth mindset mediates perceptions of teachers' and parents' process feedback in digital reading performance: Evidence from 32 OECD countries. Learning and Instruction 90, pages 101874.
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Laura Dörrenbächer-Ulrich, Jörn R. Sparfeldt & Franziska Perels. (2024) Knowing how to learn: development and validation of the strategy knowledge test for self-regulated learning (SKT-SRL) for college students. Metacognition and Learning.
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Shulin Yu, Nan Zhou & Lianjiang Jiang. (2024) Secondary students’ L2 writing motivation and engagement: the impact of teachers’ instructional approaches and feedback practices. Applied Linguistics Review 0:0.
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Pui-sze Yeung, Kevin Kien-hoa Chung, David Wai-ock Chan & Elaine Sau-wai Chan. (2024) Relationships of writing self-efficacy, perceived value of writing, and writing apprehension to writing performance among Chinese children. Reading and Writing.
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Jalil Fathi, Mirosław Pawlak, Sam Saeedian & Ata Ghaderi. (2024) Exploring factors affecting foreign language achievement: The role of growth mindset, self-efficacy, and L2 grit. Language Teaching Research.
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Yan Gan & Juan Peng. (2024) Effects of teacher support on math engagement among Chinese college students: A mediated moderation model of math self-efficacy and intrinsic value. Children and Youth Services Review 156, pages 107369.
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Norizan Saed Ahmad, Norshidah Abu Husin & Fatimah Mustaffa. (2023) Peningkatan Tingkah Laku Positif Murid Bermasalah Pembelajaran Terhadap English For Communication Melalui Kaedah I-PICK. Jurnal Penyelidikan TEMPAWAN.
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Choo Mui Cheong, Yuan Yao & Jiahuan Zhang. (2023) Growth mindset and emotions in tandem: Their effects on L2 writing performance based on writers’ proficiency levels. Assessing Writing 58, pages 100785.
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Shuneng Zhong, Yabing Wang & Wangjiao Wu. (2023) Exploring the Mediating Role of Emotions Between Growth Language Mindset and Engagement Among EFL Learners. The Asia-Pacific Education Researcher.
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Jooyoung Lee & Ki Han Kwon. (2023) Promoting Sustainable Learning in the Post-Pandemic Era: Focused on the Role of Motivation, Growth Mindset, Self-Regulated Learning, Well-Being, and Smart Device Utilization. Sustainability 15:17, pages 13247.
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Wenjuan Guo, Barry Bai, Fengxiang Zang, Tianqi Wang & Huan Song. (2023) Influences of motivation and grit on students’ self-regulated learning and English learning achievement: A comparison between male and female students. System 114, pages 103018.
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Allan B. I. Bernardo. (2022) Growth mindset and reading proficiency of ESL learners: examining the role of students’ socioeconomic status using PISA 2018 Philippine data. European Journal of Psychology of Education 38:2, pages 675-693.
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Tahereh Rahimi, Azarmidokht Rezaei & Amir Hoshang Mehryar. (2023) Predicting Academic Performance based on Self-Regulated Learning Strategies: Mediating Role of High-Level Motivational and Cognitive Strategies. Iranian Evolutionary and Educational Psychology 5:2, pages 261-272.
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Jian Xu & Yabing Wang. (2023) Individual differences in L2 writing feedback-seeking behaviors: The predictive roles of various motivational constructs. Assessing Writing 56, pages 100698.
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Nitiwat Watthanapas, Yung-Wei Hao, Jian-Hong Ye, Jon-Chao Hong & Jhen-Ni Ye. (2023) The Effects of Using Virtual Reality on Thai Word Order Learning. Brain Sciences 13:3, pages 517.
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Elise C. Allen, August T. Masonheimer & Christopher A. Wolters. (2023) Do dispositional motivational beliefs predict self-regulated learning strategies? An examination of willpower beliefs. International Journal of Educational Research 119, pages 102174.
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Yuan Yao, Xinhua Zhu, Siyu Zhu & Yue Jiang. (2023) The impacts of self-efficacy on undergraduate students’ perceived task value and task performance of L1 Chinese integrated writing: A mixed-method research. Assessing Writing 55, pages 100687.
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Fabiola Sáez-Delgado, Yaranay López-Angulo, Javier Mella-Norambuena, Catherine Baeza-Sepúlveda, Carolina Contreras-Saavedra & Gisela Lozano-Peña. (2022) Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education. Sustainability 14:24, pages 16863.
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Yen-Ting Lin & Ching-Te Cheng. (2022) Effects of Technology-Enhanced Board Game in Primary Mathematics Education on Students’ Learning Performance. Applied Sciences 12:22, pages 11356.
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Jian Xu & Yabing Wang. (2022) The differential mediating roles of ideal and ought-to L2 writing selves between growth mindsets and self-regulated writing strategies. System 110, pages 102900.
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Kit Ling Lau. (2022) Exploring achievement-level differences in implementing self-regulated learning instruction in a classical Chinese reading intervention program. Frontiers in Education 7.
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Xiaoyu Hu, Gurnam Kaur Sidhu & Xin Lu. (2022) Relationship Between Growth Mindset and English Language Performance Among Chinese EFL University Students: The Mediating Roles of Grit and Foreign Language Enjoyment. Frontiers in Psychology 13.
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Herdian Herdian & Euis Rahayu. (2022) “I Don’t want to Commit Academic Dishonesty”: the Role of Grit and Growth Mindset in Reducing Academic Dishonesty. Journal of Learning Theory and Methodology 3:1, pages 25-33.
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Ma. Jenina N. Nalipay, Ronnel B. King, Imelu G. Mordeno, Ching-Sing Chai & Morris Siu-yung Jong. (2021) Teachers with a growth mindset are motivated and engaged: the relationships among mindsets, motivation, and engagement in teaching. Social Psychology of Education 24:6, pages 1663-1684.
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Eric Koenig & Katherine Guertler. (2021) One Size Does Not Fit All: Individuality and Perceptions of Improvement and Satisfaction Among TE Students凡事不能等量齊觀:個體差異與對語言程度提升的看法和滿意度. English Teaching & Learning 45:3, pages 303-324.
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