MARC details
| 000 -LEADER |
|---|
| fixed length control field |
02192nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20241210085821.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
241210b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
|---|
| International Standard Serial Number |
0144-3410 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
MSU |
| Language of cataloging |
English |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
LB1051 JOU |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Chan, Lorna K.S. |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Development of attributional beliefs and strategic knowledge in years 5-9: |
| Remainder of title |
a longitudinal analysis |
| Statement of responsibility, etc. |
created by Lorna K.S. Chan and Phillip J. Moore |
| 264 1# - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Oxfordshire: |
| Name of producer, publisher, distributor, manufacturer |
Taylor & Francis, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2006. |
| 336 ## - CONTENT TYPE |
|---|
| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
|---|
| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
|---|
| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
An international journal of experimental educational psychology |
| Volume/sequential designation |
Volume 26 , number 2, |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
This paper reports on a three-year longitudinal study of students' attributional beliefs and strategic knowledge in school learning. Two cohorts of primary and high school students were followed for three years from Years 5-7 and 7-9, respectively. Data were collected each year on students' attributional beliefs regarding the reasons for their school success and failure, their knowledge and reported use of learning strategies, and academic achievement. Intervention programs were implemented in six Year 6 and seven Year 8 English classes in the second year of the longitudinal project. The intervention aimed to promote strategic learning in students through combining the teaching of learning strategies with attempts to change students' attributional beliefs. In the third year of the project, the intervention continued in three Year 7 and three Year 9 English classes as well as in three Year 7 and one Year 9 mathematics classes. This paper focuses on the causal influences of prior measures of attributional beliefs, strategic knowledge, and achievement on measures taken in the following year. Results of the differential patterns of causal influence of these measures for intervention and non-intervention students are reported. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Intervention |
| Form subdivision |
Learning strategies |
| General subdivision |
Academic achievement, |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Moore, Phillip J. |
| Relator term |
co-author |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
https://doi.org/10.1080/01443410500344209 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |