Achievement motives and mastery-approach goals serially mediate the relationships between teaching quality and reading achievement: a multilevel mediation model from PISA 2018 data
Author:
Funder
Major Program of National Fund of Philosophy and Social Science of China
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s12144-024-06020-6.pdf
Reference66 articles.
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3. An, F. H. (2014). Research on classroom teaching strategies of promoting deep learning. Curriculum Teaching Material and Method, 34(11), 57–62. https://doi.org/10.19877/j.cnki.kcjcjf.2014.11.011
4. Arikan, S., Özer, F., Şeker, V., & Ertaş, G. (2020). The importance of sample weights and plausible values in large-scale assessments. Journal of Measurement and Evaluation in Education and Psychology, 11(1), 43–60. https://doi.org/10.21031/epod.602765
5. Atkinson, J. P. (1957). Motivational determinants of risk-taking behavior. Psychological Review, 64(6), 359–372. https://doi.org/10.1037/h0043445
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