Phillips, J. M., & Gully, S. M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology, 792–802. 82, Pigg, T. L. (2000). Student effort: The impact on community college transfer and vocational Unpublished doctoral dissertation, The University of Memphis, students’ academic achievement. Tennessee. Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In M. L. Maehr & C. Ames (Eds.), Advances in motivation and achievement: Vol. 6 (pp. 117–160). Greenwich, CT: JAI Press. Motivation enhancing environments: Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational 801–813. and Psychological Measurement, 53, Plant, E. A., Ericsson, K. A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. 96–116. Contemporary Educational Psychology, 30, Plants, R. T. (2000). The relationship of motivation and metacognition to academic performance Unpublished doctoral dissertation, University of Memphis, in graduate medical education. Tennessee. Poteet, M. L. (1996). The training transfer process: An examination of the role of individual, Unpublished doctoral dissertation, University of motivational, and work environmental factors. Tennessee, Knoxville. Prevatt, F., Petscher, Y., Proctor, B. E., Hurst, A., Adams, K. (2006). The revised Learning and Study Strategies Inventory. 448–458. Educational and Psychological Measurement, 66, Primus, P. A. (2003). Use of the Learning and Study Skills Inventory (LASSI) as a predictor of Unpublished master’s thesis, University of success in associate degree nursing students. Wyoming, Laramie.
Phillips, J. M., & Gully, S. M. (1997). Role of goal orientation, ability, need for achievement, and locus of control in the self-efficacy and goal-setting process. Journal of Applied Psychology, 82, 792–802. Pigg, T. L. (2000). Student effort: The impact on community college transfer and vocational students’ academic achievement. Unpublished doctoral dissertation, The University of Memphis, Tennessee. Pintrich, P. R. (1989). The dynamic interplay of student motivation and cognition in the college classroom. In M. L. Maehr & C. Ames (Eds.), Advances in motivation and achievement: Motivation enhancing environments: Vol. 6 (pp. 117–160). Greenwich, CT: JAI Press. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813. Plant, E. A., Ericsson, K. A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30, 96–116. Plants, R. T. (2000). The relationship of motivation and metacognition to academic performance in graduate medical education. Unpublished doctoral dissertation, University of Memphis, Tennessee. Poteet, M. L. (1996). The training transfer process: An examination of the role of individual, motivational, and work environmental factors. Unpublished doctoral dissertation, University of Tennessee, Knoxville. Prevatt, F., Petscher, Y., Proctor, B. E., Hurst, A., Adams, K. (2006). The revised Learning and Study Strategies Inventory. Educational and Psychological Measurement, 66, 448–458. Primus, P. A. (2003). Use of the Learning and Study Skills Inventory (LASSI) as a predictor of success in associate degree nursing students. Unpublished master’s thesis, University of Wyoming, Laramie.
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