Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?
Komarraju, Meera; Nadler, Dustin
Learning and Individual Differences, Vol. 25 – 2013: 67 - 72
10.1016/j.lindif.2013.01.005
http://linkinghub.elsevier.com/retrieve/pii/S1041608013000071
Intelligent Insights on Intelligence Theories and Tests
