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Task Motivation and Mathematics Achievement in Actual Task Situations. (English)
Learn. Instr. 3, No. 2, 133-50 (1993).
This study assessed how specific cognitions and feelings, measured in actual learning, influence learning intention and achievement in mathematics for 80 male and 80 female Dutch eighth graders. Results support a hierarchical model of adaptable learning. Traitlike variables influence task appraisals, which determine willingness to invest effort and affective response. (ERIC)
Classification: C23
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