Gender, personality and academic performance: Self-determination theory and regulatory focus theory as lever to open the black box between gender, personality, academic effort and performance

D. Berings; T. de Feyter; L. Brebels; A. Van den Broeck; K. Proost

Gender, personality and academic performance: Self-determination theory and regulatory focus theory as lever to open the black box between gender, personality, academic effort and performance

D. Berings, T. de Feyter, L. Brebels, A. Van den Broeck, K. Proost

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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Original language	English
Title of host publication	Handbook of Academic Performance
Subtitle of host publication	Predictors, Learning Strategies and Influences of Gender
Editors	Rolf Haumann, George Zimmer
Place of Publication	New York, United States
Publisher	Nova Science Publishers, Inc.
Pages	1-34
Number of pages	34
ISBN (Print)	9781624178887 , 162417888X
Publication status	Published - May 2013

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Genderpersonalityandacademicperformance_ChapterFinal published version, 90.8 KB

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Berings, D., de Feyter, T., Brebels, L., Van den Broeck, A., & Proost, K. (2013). Gender, personality and academic performance: Self-determination theory and regulatory focus theory as lever to open the black box between gender, personality, academic effort and performance. In R. Haumann, & G. Zimmer (Eds.), Handbook of Academic Performance: Predictors, Learning Strategies and Influences of Gender (pp. 1-34). Nova Science Publishers, Inc..

Berings, D. ; de Feyter, T. ; Brebels, L. et al. / Gender, personality and academic performance: Self-determination theory and regulatory focus theory as lever to open the black box between gender, personality, academic effort and performance. Handbook of Academic Performance: Predictors, Learning Strategies and Influences of Gender. editor / Rolf Haumann ; George Zimmer. New York, United States : Nova Science Publishers, Inc., 2013. pp. 1-34

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Berings, D, de Feyter, T, Brebels, L, Van den Broeck, A & Proost, K 2013, Gender, personality and academic performance: Self-determination theory and regulatory focus theory as lever to open the black box between gender, personality, academic effort and performance. in R Haumann & G Zimmer (eds), Handbook of Academic Performance: Predictors, Learning Strategies and Influences of Gender. Nova Science Publishers, Inc., New York, United States, pp. 1-34.

Gender, personality and academic performance: Self-determination theory and regulatory focus theory as lever to open the black box between gender, personality, academic effort and performance. / Berings, D.; de Feyter, T.; Brebels, L. et al.
Handbook of Academic Performance: Predictors, Learning Strategies and Influences of Gender. ed. / Rolf Haumann; George Zimmer. New York, United States: Nova Science Publishers, Inc., 2013. p. 1-34.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review

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Berings D, de Feyter T, Brebels L, Van den Broeck A, Proost K. Gender, personality and academic performance: Self-determination theory and regulatory focus theory as lever to open the black box between gender, personality, academic effort and performance. In Haumann R, Zimmer G, editors, Handbook of Academic Performance: Predictors, Learning Strategies and Influences of Gender. New York, United States: Nova Science Publishers, Inc. 2013. p. 1-34