The interplay of learning approaches and self-efficacy in secondary school students’ academic achievement in science-Reference-Cited by-同舟云学术

The interplay of learning approaches and self-efficacy in secondary school students’ academic achievement in science

Published:2019-07-08 Issue:13 Volume:41 Page:1723-1743
ISSN:0950-0693
Container-title:International Journal of Science Education
language:en
Short-container-title:International Journal of Science Education

Author:

Ardura Diego¹^ORCID,Galán Arturo¹^ORCID

Affiliation:

1. Departamento de Métodos de Investigación y Diagnóstico en Educación I, Universidad Nacional de Educación a Distancia, Madrid, Spain

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09500693.2019.1638981

Reference73 articles.

1. Exploring Gender Difference in Motivation, Engagement and Enrolment Behaviour of Senior Secondary Physics Students in New South Wales

2. Students’ attitudes toward science and technology: an investigation of gender, grade level, and academic achievement

3. Albert Pérez, A. (2017). Evaluación del aprendizaje autorregulado: validación del Motivated Strategies Learning Questionnaire en educación secundaria [Self-regulated learning assessment: validation of the Motivated Strategies Learning Questionnaire in secondary education] (Doctoral dissertation). Universidad de Valencia, Valencia, Spain.

4. Motivation and strategy use in science: Individual differences and classroom effects

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