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Result 121 to 140 of 2200 total

Examining self-efficacy during learning: variability and relations to behavior, performance, and learning. (English)
Metacogn. Learn. 10, No. 1, 99-117 (2015).
Classification: D53 U73 C33
121
The preparatory effects of problem solving versus problem posing on learning from instruction. (English)
Learn. Instr. 39, 23-31 (2015).
Classification: D53 C33
122
The effects of a mathematics infusion curriculum on middle school student mathematics achievement. (English)
Sch. Sci. Math. 115, No. 5, 204-215 (2015).
Classification: D33 M53 M63 C33
123
Cognitive functioning in children with learning problems. (English)
Eur. J. Psychol. Educ. 30, No. 3, 349-367 (2015).
Classification: C43 C33
124
Preschool children’s spontaneous focusing on numerosity, subitizing, and counting skills as predictors of their mathematical performance seven years later at school. (English)
Math. Think. Learn. 17, No. 2-3, 155-177 (2015).
Classification: C41 F21 C33 C43
125
Productive struggle in middle school mathematics classrooms. (English)
J. Math. Teach. Educ. 18, No. 4, 375-400 (2015).
Classification: C33
126
Academic performance at secondary school: a study of the impact of some variables of risk factors. (El rendimiento escolar en secundaria: Estudio del impacto de algunas variables de factores de riesgo.) (Spanish. English summary)
Bol., Soc. “Puig Adam” Profr. Mat., No. 99, 73-82 (2015).
Classification: C33 C43 C63
127
Understanding the evolution of mathematics performance in primary education and the implications for STEM learning: a Markovian approach. (English)
Comput. Hum. Behav. 47, 4-17 (2015).
Classification: C32 C33 C42 C43
128
Salient sources of early adolescents’ self-efficacy in two domains. (English)
Contemp. Educ. Psychol. 42, 49-61 (2015).
Classification: C32 C33 C22 C23
129
Bringing forth mathematical concepts: signifying sensorimotor enactment in fields of promoted action. (English)
ZDM, Math. Educ. 47, No. 2, 295-306 (2015).
Classification: C32 C33
130
Pygmalion effects in the classroom: teacher expectancy effects on students’ math achievement. (English)
Contemp. Educ. Psychol. 41, 1-12 (2015).
Classification: C29 C23 C33
131
Students’ motivation in the mathematics classroom. Revealing causes and consequences. (English)
Int. J. Sci. Math. Educ. 13, Suppl. 2, 385-411 (2015).
Classification: C23 C33
132
American high school students from different ethnic backgrounds: the role of parents and the classroom in achievement motivation. (English)
Soc. Psychol. Educ. 18, No. 2, 411-430 (2015).
Classification: C23 C33 C63
133
Analyzing affective factors related to eighth grade learners’ science and mathematics achievement in TIMSS 2007. (English)
Asia-Pac. Educ. Res. 24, No. 1, 103-110 (2015).
Classification: C23 C33
134
Gender, previous knowledge, personality traits and subject-specific motivation as predictors of students’ math grade in upper-secondary school. (English)
Eur. J. Psychol. Educ. 30, No. 3, 313-330 (2015).
Classification: C23 C43 C63 C33
135
Mathematics achievement and self-efficacy: relations with motivation for mathematics. (English)
Int. J. Educ. Res. 72, 129-136 (2015).
Classification: C23 C33 C43
136
Adolescents’ help seeking in mathematics classrooms: relations between achievement and perceived classroom environmental influences over one school year. (English)
Contemp. Educ. Psychol. 41, 133-146 (2015).
Classification: C23 C24 C43 C44 C33 C34
137
Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore. (English)
Learn. Instr. 39, 1-10 (2015).
Classification: C22 C23 C62 C63 C32 C33
138
So that it also functions in everyday life. (Damit es auch im Alltag funktioniert.) (German)
Mathematik 5 bis 10 30, 42-43 (2015).
Classification: I23 D33 C33 M13
139
Conceptual mis(understandings) of fractions: from area models to multiple embodiments. (English)
Math. Educ. Res. J. 27, No. 2, 233-261 (2015).
Classification: F43 D73 C33
140

Result 121 to 140 of 2200 total

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