Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. 316–330. Journal of Educational Psychology, 92, Hardre, P. L. B. (2002). The effects of instructional design professional development on teaching Unpublished doctoral performance, perceived competence, self-efficacy, and effectiveness. dissertation, University of Iowa, Iowa City. B. (2006). Effectiveness of computer training: The role of multilevel computer 50–68. Journal of Organizational and End User Computing, 18, Hasan, B., & Ali, J. M. H. (2004). An empirical examination of a model of computer learning performance. 27–34. Journal of Computer Information Systems, 44, Hatfield, R. D. (1996). The goal paradox in training design: Do goals operate as a narrowing or Unpublished doctoral dissertation, Indiana University, Bloomington. light switch mechanism? Heard, M. L. (2002). The relationship between learning and study skills and student persistence Unpublished doctoral dissertation, University of Virginia, in a community college. Charlottesville. Heikkilä, A., & Lonka, K. (2006). Studying in higher education: Students’ approaches to learning, self-regulation, and cognitive strategies. 99–117. Studies in Higher Education, 31, Hertenstein, E. J. (2001). Goal orientation and practice condition as predictors of training results. 403–419. Resource Development Quarterly, 12, Hess, J. A., & Smythe, M. J. (2001). Is teacher immediacy related to student cognitive learning? 197–219. Communication Studies, 52, Higbee, J. L., & Thomas, P. V. (1999). Affective and cognitive factors related to mathematics achievement. 8–16. Journal of Developmental Education, 23,
Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92, 316–330. Hardre, P. L. B. (2002). The effects of instructional design professional development on teaching performance, perceived competence, self-efficacy, and effectiveness. Unpublished doctoral dissertation, University of Iowa, Iowa City. B. (2006). Effectiveness of computer training: The role of multilevel computer Journal of Organizational and End User Computing, 18, 50–68. Hasan, B., & Ali, J. M. H. (2004). An empirical examination of a model of computer learning performance. Journal of Computer Information Systems, 44, 27–34. Hatfield, R. D. (1996). The goal paradox in training design: Do goals operate as a narrowing or light switch mechanism? Unpublished doctoral dissertation, Indiana University, Bloomington. Heard, M. L. (2002). The relationship between learning and study skills and student persistence in a community college. Unpublished doctoral dissertation, University of Virginia, Charlottesville. Heikkilä, A., & Lonka, K. (2006). Studying in higher education: Students’ approaches to learning, self-regulation, and cognitive strategies. Studies in Higher Education, 31, 99–117. Hertenstein, E. J. (2001). Goal orientation and practice condition as predictors of training results. Resource Development Quarterly, 12, 403–419. Hess, J. A., & Smythe, M. J. (2001). Is teacher immediacy related to student cognitive learning? Communication Studies, 52, 197–219. Higbee, J. L., & Thomas, P. V. (1999). Affective and cognitive factors related to mathematics achievement. Journal of Developmental Education, 23, 8–16.
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