To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy

By Panadero Ernesto   Romero Margarida  

Assessment in Education: Principles, Policy and Practice, Vol. 21, Iss. 2, 2014-04 ,pp. : 133-148

Routledge Ltd

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Feedback Effects on Performance, Motivation and Mood: Are They Moderated by the Learner's Self-Concept?

By Baadte Christiane   Schnotz Wolfgang  

Scandinavian Journal of Educational Research, Vol. 58, Iss. 5, 2014-09 ,pp. : 570-591

Routledge Ltd

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The application of self-organising maps to performance analysis data in rugby union

By Croft Hayden   Lamb Peter   Middlemas Simon  

International Journal of Performance Analysis in Sport, Vol. 15, Iss. 3, 2015-12 ,pp. : 1037-1046

University of Wales Institute, Cardiff

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Do students' self-efficacy beliefs moderate the effects of performance goals on self-regulatory strategy use?

By Bra˚ten Ivar   Samuelstuen Marit   Strømsø Helge  

Educational Psychology, Vol. 24, Iss. 2, 2004-04 ,pp. : 231-247

Routledge Ltd

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Influence of student learning experience on academic performance: the mediator and moderator effects of self-regulation and motivation

By Ning Hoi Kwan   Downing Kevin  

British Educational Research Journal, Vol. 38, Iss. 2, 2012-04 ,pp. : 219-237

Routledge Ltd

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