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1
Social Capital in the Creation of Human Capital
Social Capital in the Creation of Human Capital
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Social Capital in the Creation of Human Capital

Coleman, James S.

The American journal of sociology, 1988-01, Vol.94 (1988), p.S95-S120 [Revista revisada por pares]

Chicago: University of Chicago Press

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2
Predictors of Math Anxiety and Its Influence on Young Adolescents' Course Enrollment Intentions and Performance in Mathematics
Predictors of Math Anxiety and Its Influence on Young Adolescents' Course Enrollment Intentions and Performance in Mathematics
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Predictors of Math Anxiety and Its Influence on Young Adolescents' Course Enrollment Intentions and Performance in Mathematics

Meece, Judith L ; Wigfield, Allan ; Eccles, Jacquelynne S Schunk, Dale H ; Calfee, Robert C

Journal of educational psychology, 1990-03, Vol.82 (1), p.60-70 [Revista revisada por pares]

Washington, DC: American Psychological Association

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3
Motivational and Self-Regulated Learning Components of Classroom Academic Performance
Motivational and Self-Regulated Learning Components of Classroom Academic Performance
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Motivational and Self-Regulated Learning Components of Classroom Academic Performance

Pintrich, Paul R ; De Groot, Elisabeth V Schunk, Dale H ; Calfee, Robert C

Journal of educational psychology, 1990-03, Vol.82 (1), p.33-40 [Revista revisada por pares]

Washington, DC: American Psychological Association

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4
Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality?
Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality?
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Secondary School Tracking and Educational Inequality: Compensation, Reinforcement, or Neutrality?

Gamoran, Adam ; Mare, Robert D.

The American journal of sociology, 1989-03, Vol.94 (5), p.1146-1183 [Revista revisada por pares]

Chicago: University of Chicago Press

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5
Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use
Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use
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Student Differences in Self-Regulated Learning: Relating Grade, Sex, and Giftedness to Self-Efficacy and Strategy Use

Zimmerman, Barry J ; Martinez-Pons, Manuel Schunk, Dale H ; Calfee, Robert C

Journal of educational psychology, 1990-03, Vol.82 (1), p.51-59 [Revista revisada por pares]

Washington, DC: American Psychological Association

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6
Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school
Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school
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Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school

Midgley, C ; Feldlaufer, H ; Eccles, J.S

Child development, 1989-08, Vol.60 (4), p.981-992 [Revista revisada por pares]

Malden, MA: University of Chicago Press

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7
Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes
Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes
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Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes

Ames, Carole ; Archer, Jennifer

Journal of educational psychology, 1988-09, Vol.80 (3), p.260-267 [Revista revisada por pares]

Washington, DC: American Psychological Association

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8
Early school dropout: configurations and determinants
Early school dropout: configurations and determinants
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Early school dropout: configurations and determinants

Cairns, R.B ; Cairns, B.D ; Neckerman, H.J

Child development, 1989-12, Vol.60 (6), p.1437-1452 [Revista revisada por pares]

Malden, MA: University of Chicago Press

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9
The Structure of Academic Self-Concept: The Marsh/Shavelson Model
The Structure of Academic Self-Concept: The Marsh/Shavelson Model
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The Structure of Academic Self-Concept: The Marsh/Shavelson Model

Marsh, Herbert W

Journal of educational psychology, 1990-12, Vol.82 (4), p.623-636 [Revista revisada por pares]

Washington, DC: American Psychological Association

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10
Influences of Internal and External Frames of Reference on the Formation of Math and English Self-Concepts
Influences of Internal and External Frames of Reference on the Formation of Math and English Self-Concepts
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Influences of Internal and External Frames of Reference on the Formation of Math and English Self-Concepts

Marsh, Herbert W

Journal of educational psychology, 1990-03, Vol.82 (1), p.107-116 [Revista revisada por pares]

Washington, DC: American Psychological Association

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