| Original language | English |
|---|---|
| Pages (from-to) | 519-536 |
| Number of pages | 18 |
| Journal | European Journal of Psychology of Education |
| Volume | 25 |
| Issue number | 4 |
| Publication status | Published - 2010 |
Cite this
Ferla, JR., Valcke, M., & Schuyten, G. (2010). Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance. European Journal of Psychology of Education, 25(4), 519-536.
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title = "Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance",
author = "JR Ferla and M. Valcke and G. Schuyten",
year = "2010",
language = "English",
volume = "25",
pages = "519--536",
journal = "European Journal of Psychology of Education",
issn = "0256-2928",
publisher = "Springer Verlag",
number = "4",
}
Ferla, JR, Valcke, M & Schuyten, G 2010, 'Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance', European Journal of Psychology of Education, vol. 25, no. 4, pp. 519-536.
Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance. / Ferla, JR; Valcke, M.; Schuyten, G.
In: European Journal of Psychology of Education, Vol. 25, No. 4, 2010, p. 519-536.Research output: Contribution to journal › Article › Scientific › peer-review
TY - JOUR
T1 - Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance
AU - Ferla, JR
AU - Valcke, M.
AU - Schuyten, G.
PY - 2010
Y1 - 2010
M3 - Article
VL - 25
SP - 519
EP - 536
JO - European Journal of Psychology of Education
JF - European Journal of Psychology of Education
SN - 0256-2928
IS - 4
ER -
Ferla JR, Valcke M, Schuyten G. Judgments of self-perceived academic competence and their differential impact on students' achievement motivation, learning approach, and academic performance. European Journal of Psychology of Education. 2010;25(4):519-536.