Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective
Abstract
The current research aimed to investigate students' daily experiences in high school classes by answering the following questions: to what extent does daily perceived difficulty of science classwork predict daily feelings of competence and disengagement? Are autonomy-supportive teaching strategies useful when work in science class is perceived to be more difficult than the average day? Two-hundred and eighteen high school students in 43 science...
Paper Details
Title
Science class is too hard: Perceived difficulty, disengagement, and the role of teacher autonomy support from a daily diary perspective
Published Date
Dec 1, 2018
Journal
Volume
58
Pages
220 - 231
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Notes
History