Incremental beliefs of ability, achievement emotions and learning of Singapore students

Volume: 34, Issue: 5, Pages: 619 - 634
Published: Apr 14, 2014
Abstract
This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected...
Paper Details
Title
Incremental beliefs of ability, achievement emotions and learning of Singapore students
Published Date
Apr 14, 2014
Volume
34
Issue
5
Pages
619 - 634
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