Enhancing Students’ Well-being Through Assessment Practices: A Singapore Perspective
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Publisher
Springer Nature Singapore
Link
https://link.springer.com/content/pdf/10.1007/978-981-97-3515-0_4
Reference46 articles.
1. Alibak, F., & Alibak, M. (2021). Comparing online cognitive behavioural therapy versus online positive psychotherapy, Well-being theory (PERMA) on test anxiety of online learning students: A randomised control study. JANZSSA-Journal of the Australian and New Zealand Student Services Association, 29(1), 6–17. https://doi.org/10.30688/janzssa.2021.1.08
2. Arguís-Rey, R. (2021). Positive education in practice. In The palgrave handbook of positive education (pp. 49–74). Springer. https://doi.org/10.1007/978-3-030-64537-3_3
3. Assessment Reform Group (ARG). (2002). Assessment for learning: 10 principles. https://www.hkeaa.edu.hk/doclibrary/sba/hkdse/eng_dvd/doc/afl_principles.pdf
4. Cardador, M. T., Northcraft, G. B., & Whicker, J. (2017). A theory of work gamification: Something old, something new, something borrowed, something cool? Human Resource Management Review, 27(2), 353–365. https://doi.org/10.1016/j.hrmr.2016.09.014
5. Chue, K. L., & Yeo, A. (2022). Exploring associations of positive relationships and adolescent well-being across cultures. Youth & Society. https://doi.org/10.1177/0044118x221109305
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