The relationship between role modeling perceptions and self-regulation with gender, grade, and parents’ education levels as moderating variables
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-022-04172-x.pdf
Reference138 articles.
1. Abdollahi, A., Carlbring, P., Vaez, E., & Ghahfarokhi, S. A. (2018). Perfectionism and test anxiety among high-school students: the moderating role of academic hardiness. Current Psychology, 37(3), 632–639. https://doi.org/10.1007/s12144-016-9550-z
2. Ablard, K. E., & Lipschultz, R. E. (1988). Self-regulated learning in high achieving students: relations to advanced reasoning, achievement goal and gender. Journal of Educational Psychology, 90(1), 94–101. https://doi.org/10.1037/0022-0663.90.1.94
3. Acar, I. H., Veziroglu Celik, M., Garcia, A., Colgrove, A., Raikes, H., Gonen, M., & Encinger, A. (2019). The qualities of teacher-child relationships and self-regulation of children at risk in the united states and turkey: the moderating role of gender. Early Childhood Education Journal, 47(1), 75–84. https://doi.org/10.1007/s10643-018-0893-y
4. Acar, I. H., Veziroğlu-Çelik, M., Rudasill, K. M., & Sealy, M. A. (2022, February). Preschool children’s self-regulation and learning behaviors: The moderating role of teacher–child relationship. In Child & Youth Care Forum (Vol. 51, No. 1, pp. 1–18). Springer US.
5. Adamson, M., & Kelan, E. K. (2019). ‘Female heroes’: celebrity executives as postfeminist role models. British Journal of Management, 30(4), 981–996. https://doi.org/10.1111/1467-8551.12320
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