Self‐regulation, goal orientation, self‐efficacy, worry, and high‐stakes math achievement for mathematically gifted high school studentsFootnote1This article is based on a doctoral dissertation submitted to the faculty at University of Southern California by John R. Malpass. Harold F. O'Neil, Jr., directed the work.
,Footnote2The work reported herein was supported in part under the Educational Research and Development Center Program, cooperative agreement number R117G10027 and CFDA catalog number 84.117G, as administered by the Office of Educational Research and Development, U.S. Department of Education. The findings and opinions expressed in this work do not reflect the position or policies of the Office of Educational Research and Improvement or the U.S. Department of Education.
Reprints and Corporate Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
To request a reprint or corporate permissions for this article, please click on the relevant link below:
Academic Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
Obtain permissions instantly via Rightslink by clicking on the button below:
If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.
Related research
People also read lists articles that other readers of this article have read.
Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.
Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.