Schultz, C. S. (2002). Characteristics associated with student achievement in associate degree Unpublished master’s thesis, University of nursing students in an online nursing course. Wyoming, Laramie. Schunk, D. H., & Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences. Journal of Educational Psychology, 91, Schutz, P. A., Drogosz, L. M., White, V. E., & Distefano, C. (1998). Prior knowledge, attitude, and strategy use in an introduction to statistics course. Learning and Individual Differences, 10, 291–308. Schwager, E. H. (1997). The effects of implicit theories of leadership ability and superleadership Unpublished doctoral dissertation, City on follower motivation and performance attributions. University of New York, New York. Schwoerer, C. E., May, D. R., Hollensbe, E. C., & Mencl, J. (2005). General and specific in the context of a training intervention to enhance performance expectancy. Human 111–129. Resource Development Quarterly, 16, R. V. (2003). Perceived self-efficacy versus anxiety as a predictor of performance in Unpublished doctoral dissertation, Boston University, Massachusetts. statistics classes. Seibert, D. C. (2002). Effects of engagement principles in a video teleconferencing environment Unpublished doctoral on the development of knowledge, motivation, and clinical expertise. dissertation, University of Maryland, College Park. Seijts, G. H., & Latham, G. P. (2001). The effect of distal learning, outcome, and proximal goals on a moderately complex task. 291–307. Journal of Organizational Behavior, 22, Senko, C. M. (2003). The stability and regulation of achievement goals: The role of competence Unpublished doctoral dissertation, University of Wisconsin, Madison. feedback.
Schultz, C. S. (2002). Characteristics associated with student achievement in associate degree nursing students in an online nursing course. Unpublished master’s thesis, University of Wyoming, Laramie. Schunk, D. H., & Ertmer, P. A. (1999). Self-regulatory processes during computer skill acquisition: Goal and self-evaluative influences. Journal of Educational Psychology, 91, Schutz, P. A., Drogosz, L. M., White, V. E., & Distefano, C. (1998). Prior knowledge, attitude, and strategy use in an introduction to statistics course. Learning and Individual Differences, 10, 291–308. Schwager, E. H. (1997). The effects of implicit theories of leadership ability and superleadership on follower motivation and performance attributions. Unpublished doctoral dissertation, City University of New York, New York. Schwoerer, C. E., May, D. R., Hollensbe, E. C., & Mencl, J. (2005). General and specific in the context of a training intervention to enhance performance expectancy. Human Resource Development Quarterly, 16, 111–129. R. V. (2003). Perceived self-efficacy versus anxiety as a predictor of performance in statistics classes. Unpublished doctoral dissertation, Boston University, Massachusetts. Seibert, D. C. (2002). Effects of engagement principles in a video teleconferencing environment on the development of knowledge, motivation, and clinical expertise. Unpublished doctoral dissertation, University of Maryland, College Park. Seijts, G. H., & Latham, G. P. (2001). The effect of distal learning, outcome, and proximal goals on a moderately complex task. Journal of Organizational Behavior, 22, 291–307. Senko, C. M. (2003). The stability and regulation of achievement goals: The role of competence feedback. Unpublished doctoral dissertation, University of Wisconsin, Madison.