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dc.creatorHsieh, Pei-hsuanen_US
dc.date.accessioned2008-08-28T21:56:21Z
dc.date.available2008-08-28T21:56:21Z
dc.date.created2004en_US
dc.date.issued2008-08-28T21:56:21Z
dc.identifierb59314643en_US
dc.identifier.urihttp://hdl.handle.net/2152/1332
dc.descriptiontext
dc.description.abstractNot availableen_US
dc.format.mediumelectronicen_US
dc.language.isoengen_US
dc.rightsCopyright is held by the author. Presentation of this material on the Libraries' web site by University Libraries, The University of Texas at Austin was made possible under a limited license grant from the author who has retained all copyrights in the works.en_US
dc.subject.lcshMotivation (Psychology)en_US
dc.subject.lcshAchievement motivationen_US
dc.subject.lcshAcademic achievementen_US
dc.subject.lcshSelf-efficacyen_US
dc.subject.lcshSecond language acquisitionen_US
dc.titleHow college students explain their grades in a foreign language course: the interrelationship of attributions, self-efficacy, language learning beliefs, and achievementen_US
dc.description.departmentEducational Psychologyen_US
dc.identifier.oclc57757624en_US
dc.identifier.proqst3150660en_US
dc.type.genreThesisen_US
thesis.degree.departmentEducational Psychologyen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorThe University of Texas at Austinen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US


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