Predicting students’ negative emotions in college remedial mathematics courses
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s10212-023-00697-2.pdf
Reference49 articles.
1. Ahmed, W., van der Werf, G., Minnaert, A., & Kuyper, H. (2010). Students’ daily emotions in the classroom: Intra-individual variability and appraisal correlates. British Journal of Educational Psychology, 80, 583–597. https://doi.org/10.1348/000709910X498544
2. Ahmed, W., van der Werf, G., Kuyper, H., & Minnaert, A. (2013). Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105(1), 150–161. https://doi.org/10.1037/a0030160
3. Arroyo, I., Burleson, W., Tai, M., Muldner, K., & Woolf, B. P. (2013). Gender differences in the use and benefit of advanced learning technologies for mathematics. Journal of Educational Psychology, 105(4), 957–969. https://doi.org/10.1037/a0032748
4. Artino, A. R. (2009). Online learning: Are subjective perceptions of instructional context related to academic success? The Internet and Higher Education, 12, 117–125. https://doi.org/10.1016/j.iheduc.2009.07.003
5. Ayele, A. D., Carson, Z., & Tameze, C. (2022). An efficacy study of ALEKS-based placement in entry-level college math courses. PRIMUS. Advance online publication. https://doi.org/10.1080/10511970.2022.2073623
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