Thomas, C. R., & Gadbois, S. A. (2007). Academic self-handicapping: The role of self-concept clarity and students’ learning strategies. 101–119. British Journal of Educational Psychology, 77, Thomas, J. W., Iventosch, L., & Rohwer, W. D., Jr. (1987). Relationships among student characteristics, study activities, and achievement as a function of course characteristics. 344–364. doi:10.1016/S0361-476X(87)80005-X Contemporary Educational Psychology, 12, Thomas, K. M., & Mathieu, J. E. (1994). Role of causal attributions in dynamic self-regulation and goal processes. 812–818. Journal of Applied Psychology, 79, Thongnoum, D. (2002). Self-efficacy, goal orientations, and self-regulated learning in Thai Unpublished doctoral dissertation, Oklahoma State University, Stillwater. students. Tombs, M., & Patrick, J. (2008, April). Training motivation: Test of a model in a military Poster presented at the Annual Conference of the Society for Industrial and training setting. Organizational Psychology, San Francisco, CA. Toney, R. J. (2000). An investigation of learner control and metacognition using a Web-based Unpublished doctoral dissertation, Michigan State University, East Lansing. training program. Towler, A. (2002, Effects of trainer expressiveness, seductive details, and trainees’ Paper presented at the Annual Conference of the mastery orientation on training outcomes. Society for Industrial and Organizational Psychology, Toronto, Ontario, Canada. Towler, A. (2002, Effects of trainer reputation and trainees’ need for cognition on Paper presented at the Annual Conference of the Society for Industrial and training outcomes. Organizational Psychology, Toronto, Ontario, Canada. Towler, A. J., & Dipboye, R. L. (2001). Effects of trainer expressiveness, organization, and trainee goal orientation on training outcomes. 664–673. Journal of Applied Psychology, 86,
Thomas, C. R., & Gadbois, S. A. (2007). Academic self-handicapping: The role of self-concept clarity and students’ learning strategies. British Journal of Educational Psychology, 77, 101–119. Thomas, J. W., Iventosch, L., & Rohwer, W. D., Jr. (1987). Relationships among student characteristics, study activities, and achievement as a function of course characteristics. Contemporary Educational Psychology, 12, 344–364. doi:10.1016/S0361-476X(87)80005-X Thomas, K. M., & Mathieu, J. E. (1994). Role of causal attributions in dynamic self-regulation and goal processes. Journal of Applied Psychology, 79, 812–818. Thongnoum, D. (2002). Self-efficacy, goal orientations, and self-regulated learning in Thai students. Unpublished doctoral dissertation, Oklahoma State University, Stillwater. Tombs, M., & Patrick, J. (2008, April). Training motivation: Test of a model in a military training setting. Poster presented at the Annual Conference of the Society for Industrial and Organizational Psychology, San Francisco, CA. Toney, R. J. (2000). An investigation of learner control and metacognition using a Web-based training program. Unpublished doctoral dissertation, Michigan State University, East Lansing. Towler, A. (2002, Effects of trainer expressiveness, seductive details, and trainees’ mastery orientation on training outcomes. Paper presented at the Annual Conference of the Society for Industrial and Organizational Psychology, Toronto, Ontario, Canada. Towler, A. (2002, Effects of trainer reputation and trainees’ need for cognition on training outcomes. Paper presented at the Annual Conference of the Society for Industrial and Organizational Psychology, Toronto, Ontario, Canada. Towler, A. J., & Dipboye, R. L. (2001). Effects of trainer expressiveness, organization, and trainee goal orientation on training outcomes. Journal of Applied Psychology, 86, 664–673.
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