Effects of explicit instructions, metacognition, and intrinsic motivation on creative homework performance were examined in 303 Chinese 10th-grade students. Models that represent hypothesized relations among these constructs and trait covariates were tested using structural equation modelling. Explicit instructions geared to originality were…

A structural equation model of relationships among testing-related motivation variables (test value, effort, self-efficacy, and test anxiety), test-taking strategies (test tactics and metacognitive strategies), gender, and math test performance were examined with a sample of 10th graders (N = 438; 182 males and 256 females). In general, motivation…

Whether teachers in general education classrooms and in gifted programs differ in their cognitive and motivational characteristics was examined in 182 elementary school teachers. The teacher characteristics examined were epistemological beliefs (beliefs about the nature of knowledge and beliefs about the nature of learning), metacognition…

The effect of Chinese students' perceived test value on test performance was examined with motivational and metacognitive regulation during test preparation as mediating constructs. Participants were 7th (N = 326) and 11th graders (N = 391) in China. Two path models were examined. Students' perceived test value had a significant direct effect on…

Examined the differential stability of state and trait self-regulation in academic performance in two content areas. Participants were college students enrolled in either an educational psychology course or courses related to research methods. Data from a self-regulatory inventory provided evidence of differential stability of state and trait…