Teacher’s factors affecting students’ math class engagement: the mediating effect of math self-efficacy-Reference-Cited by-同舟云学术

Teacher’s factors affecting students’ math class engagement: the mediating effect of math self-efficacy

Published:2023-09-14 Issue:8 Volume:43 Page:929-946
ISSN:0144-3410
Container-title:Educational Psychology
language:en
Short-container-title:Educational Psychology

Author:

Jung YunHee¹,Lim Sun Ah²^ORCID,Fan Lingyu²

Affiliation:

1. Department of Teaching Profession, College of Education, Catholic Kwandong University, Gangneung-si, Gangwon-do, South Korea

2. Department of Education, Jeonbuk National University, Jeonju-si, Jeollabuk-do, South Korea

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education,Experimental and Cognitive Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/01443410.2023.2267809

Reference74 articles.

1. Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach.

2. Influence of teacher support and personal relevance on academic self-efficacy and enjoyment of mathematics lessons: A structural equation modeling approach;Aldridge J. M.;Alberta Journal of Educational Research,,2013

3. Math Anxiety: Personal, Educational, and Cognitive Consequences

4. Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

5. Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement.

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