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Eyring, J. D., Johnson, D., & Francis, D. J. (1993). A cross-level units-of-analysis approach to individual differences in skill acquisition. Journal of Applied Psychology, 78, 805–814. Fein, E. C., & Klein, H. J. (2007, August). Personality predictors of self-regulation: Five factor model factors, facets, or a composite? Paper presented at the Annual Meeting of the Academy of Management, Philadelphia, PA. Fenollar, P., Roman, S., & Cuestas, P. J. (2007). University students’ academic performance: An integrative conceptual framework and empirical analysis. British Journal of Educational Psychology, 77, 873–891. Finney, S. J., & Schraw, G. (2003). Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology, 28, 161–186. Fischer, J. F. B. (1995). Cognition in pure and applied mathematics: A of the relationship between success in a basic college mathematics course and computational versus logical reasoning ability. Unpublished doctoral dissertation, University of Texas at Austin. Fisher, S. L., & Ford, J. K. (1998). Differential effects of learner effort and goal orientation on two learning outcomes. Personnel Psychology, 51, 397–420. Fisher, S. L., Wasserman, M. E., & K. A. (2004, April). Enhancing e-learning effectiveness through learner engagement. Poster presented at the 19th Annual Society for Industrial and Organizational Psychology Conference, Chicago, IL. Forbes, K. J. (1988). Building math self-efficacy: A comparison of interventions designed to increase math/statistics confidence in undergraduate students. Unpublished doctoral dissertation, University of Florida, Gainesville. Ford, J. K., Smith, E. M., Weissbein, D. A., Gully, S. M., & Salas, E. (1998). Relationships of goal orientation, metacognitive activity and practice strategies with learning outcomes and transfer. Journal of Applied Psychology, 83, 218–233.