The influence of gender on students' self-regulated learning and performance

Kay Bussey*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Original languageEnglish
Title of host publicationHandbook of self-regulation of learning and performance
Subtitle of host publicationeducational psychology handbook series
EditorsBJ Zimmerman, DH Schunk
Place of PublicationAbingdon, UK
PublisherRoutledge, Taylor and Francis Group
Pages426-441
Number of pages16
ISBN (Electronic)9780203839010
ISBN (Print)9780415871129, 9780415871112
Publication statusPublished - 2011

Publication series

NameEducational Psychology Handbook
PublisherROUTLEDGE

Keywords

  • SOCIAL COGNITIVE THEORY
  • MIDDLE SCHOOL STUDENTS
  • EFFICACY BELIEFS
  • EARLY ADOLESCENTS
  • MATH PERFORMANCE
  • ACHIEVEMENT
  • MATHEMATICS
  • SCIENCE
  • CAREER
  • EXPECTATIONS

Cite this

Bussey, K. (2011). The influence of gender on students' self-regulated learning and performance. In BJ. Zimmerman, & DH. Schunk (Eds.), Handbook of self-regulation of learning and performance: educational psychology handbook series (pp. 426-441). (Educational Psychology Handbook). Abingdon, UK: Routledge, Taylor and Francis Group.