Investigating factors affecting student academic achievement in mathematics and science: cognitive style, self-regulated learning and working memory
Author:
Funder
Ministry of Science and Technology in Taiwan
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s11251-022-09594-5.pdf
Reference107 articles.
1. Akos, P., Rose, R. A., & Orthner, D. (2015). Sociodemographic moderators of middle school transition effects on academic achievement. The Journal of Early Adolescence, 35(2), 170–198. https://doi.org/10.1177/0272431614529367
2. Anderman, E. R., Gimbert, B., O’Connell, A. A., & Riegel, L. (2015). Approaches to academic growth assessment. British Journal of Educational Psychology, 85, 138–153. https://doi.org/10.1111/bjep.12053
3. Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423.
4. Annis, L. F. (1979). Effect of cognitive style and learning passage organization on study technique effectiveness. Journal of Educational Psychology, 71(5), 620–626. https://doi.org/10.1037/0022-0663.71.5.620
5. Baddeley, A. (1986). Working memory. Oxford University Press, Clarendon Press.
1.学者识别学者识别
2.学术分析学术分析
3.人才评估人才评估
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