Motivationale Entwicklung am Grundschulübergang
Author:
Publisher
Springer Berlin Heidelberg
Link
http://link.springer.com/content/pdf/10.1007/978-3-642-53968-8_14
Reference107 articles.
1. Anderman, E. M., & Midgley, C. (2004). Changes in self-reported academic cheating across the transition from middle school to high school. Contemporary Educational Psychology, 29(4), 499–517.
2. Anderman, E. M., Austin, C. C., & Johnson, D. M. (2002). The development of goal orientation. In A. Wigfield & J. S. Eccles (Hrsg.), Development of achievement motivation (S. 197–220). San Diego: Academic.
3. Arens, A. K., & Watermann, R. (2015). How an early transition to high-ability secondary schools affects students’ academic self-concept: Contrast effects, assimilation effects, and differential stability. Learning and Individual Differences, 37, 64–71.
4. Arens, A. K., Yeung, A. S., Craven, R. G., Watermann, R., & Hasselhorn, M. (2013). Does the timing of transition matter? Comparison of German students’ self-perceptions before and after transition to secondary school. International Journal of Educational Research, 57, 1–11.
5. Arowosafe, D. S., & Irvin, J. L. (1992). Transition to a middle level school: What kids say. Middle School Journal, 24(2), 15–19.
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