Control‐value theory in the context of teaching: does teaching quality moderate relations between academic self‐concept and achievement emotions?-Reference-Cited by-同舟云学术

Control‐value theory in the context of teaching: does teaching quality moderate relations between academic self‐concept and achievement emotions?

Published:2020-05-05 Issue:1 Volume:91 Page:127-147
ISSN:0007-0998
Container-title:British Journal of Educational Psychology
language:en
Short-container-title:Br J Educ Psychol

Author:

Lazarides Rebecca¹^ORCID,Raufelder Diana²^ORCID

Affiliation:

1. University of Potsdam Germany

2. University of Greifswald Germany

Funder

Deutsche Forschungsgemeinschaft

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjep.12352

Reference69 articles.

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2. An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

3. Teachers’ Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress

4. Berlin Senate Administration for Education Youth and Science(2013). Verfahren zur Genehmigung empirischer Studien an Berliner Schulen [Permission procedure for empirical studies in schools in Berlin]. Retrieved fromhttp://www.ewi‐psy.fu‐berlin.de/service/Genehmigung_empirischer_Untersuchungen_in_Berliner_Schulen_April_2013.pdf.

5. Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach

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