Examining the relation among cost, academic emotion, and achievement in mathematics
Author:
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-022-02839-z.pdf
Reference50 articles.
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2. Barron, K. E., & Hulleman, C. S. (2015). Expectancy-value-cost model of motivation. Psychology, 84, 261–271.
3. Cai, J., Morris, A., Hohensee, C., Hwang, S., & Robison, V. (2020). Maximizing the quality of learning opportunities for every student. Journal for Research in Mathematics Education, 51(1), 12–25 https://www.jstor.org/stable/10.5951/jresematheduc.2019.0005
4. Camacho-Morles, J., Slemp, G. R., Pekrun, R., Loderer, K., Hou, H., & Oades, L. G. (2021). Activity achievement emotions and academic performance: A meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09585-3
5. Chen, S., Yeh, Y., Hwang, F., & Lin, S. S. J. (2013). The relationship between academic self-concept and achievement: A multi cohort-multi location study. Learning and Individual Differences, 23, 172–178. https://doi.org/10.1016/j.lindif.2012.07.021
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