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1452


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Result 1421 to 1440 of 1452 total

Affective and motivational consequences of teaching aids and of parents’ attitudes towards teaching aids. (Affektive und motivationale Folgen der Lernhilfen und lernbezogenen Einstellungen von Eltern.) (German)
Unterrichtswissenschaft 30, No. 1, 27-51 (2002).
Classification: C20
1421
The Munich Motivation Training (MMT): Theory, goals, exemplary applications. (Das Muenchner Motivationstraining (MMT): Theoretischer Hintergrund, Foerderziele und exemplarische Umsetzung.) (German)
Z. Päd. Psychol. 15, No. 3-4, 168-180 (2001).
Classification: C20
1422
Math Anxiety and How It Affects High School Students. (English)
Ohio J. Sch. Math., No. 43, 43-47 (2001).
Classification: C20
1423
In the Eyes of the Beholder: Students’ and Teachers’ Judgments of Students’ Motivation. (English)
Teach. Teach. Educ. 17, No. 3, 321-31 (2001).
Classification: C20
1424
Effects of Attitudes and Beliefs on Mathematics Achievement. (English)
Stud. Educ. Eval. 26, No. 1, 27-42 (2000).
Classification: C20
1425
Coping with math anxiety - A Platonic Realms mini-text. (English)
,. 16 p.
Classification: C20
1426
The affective system in mathematics education. (English)
Gagatsis, Athanasios et al., 2nd Mediterranean conference on mathematics education (MEDCONF 2000). Vol. 2. , (ISBN 9963-7770-1-5). 270-282.
Classification: C20
1427
The Role of Instructors in Creating Math Anxiety in Students from Kindergarten through College. (English)
Math. Teach. (Reston) 92, No. 7, 583-86 (1999).
Classification: C20
1428
Mathematical intimacy: local affect in powerful problem solvers. (English)
Berenson, Sarah et al., PME-NA-20: 20. annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Proceedings. Vol. 2. ,. 435-440.
Classification: C20
1429
Self-Regulation, Goal Orientation, Self-Efficacy, Worry, and High-Stakes Math Achievement for Mathematically Gifted High School Students. (English)
Roeper Rev. 21, No. 4, 281-88 (1999).
Classification: C20
1430
Naive Probability: A Mental Model Theory of Extensional Reasoning. (English)
Psychol. Rev. 106, No. 1, 62-88 (1999).
Classification: C20
1431
Individual Differences in Feelings of Difficulty: The Case of School Mathematics. (English)
Eur. J. Psychol. Educ. 13, No. 2, 207-26 (1998).
Classification: C20
1432
Self-Concept‒Performance Congruence: An Exploration of Patterns among High-Achieving Adolescents. (English)
J. Educ. Gift. 21, No. 4, 415-22 (1998).
Classification: C20
1433
Expanding the Horizons of Young Women with Worthwhile Mathematical Tasks. (English)
Focus Learn. Probl. Math. 18, No. 1-3, 138-45 (1996).
Classification: C20
1434
Factor Structures of Attitudes Toward Mathematics among High, Average, and Low Achieving High School Senior Students in the Dominican Republic. (English)
Focus Learn. Probl. Math. 17, No. 4, 20-41 (1995).
Classification: C20
1435
Self-Esteem and Achievement of At-Risk Adolescent Black Males. (English)
Res. Sch. 1, No. 2, 23-27 (1994).
Classification: C20
1436
Effects of mathematical achievements and cognitive skills on the mathematical self-concept of boys and girls. (Der Einfluss von mathematischen Leistungen und kognitiven Faehigkeiten auf das mathematische Selbstkonzept bei Maedchen und Jungen.) (German)
Z. Päd. Psychol. 12, No. 4, 210-218 (1998).
Classification: C20
1437
Math for Moms and Dads. (English)
Educ. Leadersh. 55, No. 8, 64-66 (1998).
Classification: C20
1438
Exploratory Factor Analysis of the Mathematics Anxiety Scale. (English)
Meas. Eval. Couns. Dev. 29, No. 1, 35-47 (1996).
Classification: C20
1439
Life Span Changes in Visual Enumeration: The Number Discrimination Task. (English)
Dev. Psychol. 32, No. 5, 925-32 (1996).
Classification: C20
1440

Result 1421 to 1440 of 1452 total

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