| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics
|
Carmichael, Colin
|
|
2017
|
49 |
3 |
p. 449-460
|
artikel
|
| 2 |
Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality
|
Rellensmann, Johanna
|
|
2016
|
49 |
3 |
p. 367-378
|
artikel
|
| 3 |
Emotions and heuristics: the state of perplexity in mathematics
|
Gómez-Chacón, Inés M.
|
|
2017
|
49 |
3 |
p. 323-338
|
artikel
|
| 4 |
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions
|
Schukajlow, Stanislaw
|
|
2017
|
49 |
3 |
p. 307-322
|
artikel
|
| 5 |
Frame of Reference effects on values in mathematics: evidence from German secondary school students
|
Cambria, Jenna
|
|
2017
|
49 |
3 |
p. 435-447
|
artikel
|
| 6 |
Good teaching feels good—but what is “good teaching”? Exploring teachers’ definitions of teaching success in mathematics
|
Jacob, Barbara
|
|
2017
|
49 |
3 |
p. 461-473
|
artikel
|
| 7 |
Interest development during the first year at university: do mathematical beliefs predict interest in mathematics?
|
Liebendörfer, Michael
|
|
2016
|
49 |
3 |
p. 355-366
|
artikel
|
| 8 |
Interest in mathematics = interest in mathematics? What general measures of interest reflect when the object of interest changes
|
Ufer, Stefan
|
|
2016
|
49 |
3 |
p. 397-409
|
artikel
|
| 9 |
Level, strength, and facet-specific self-efficacy in mathematics test performance
|
Street, Karin Elisabeth Sørlie
|
|
2017
|
49 |
3 |
p. 379-395
|
artikel
|
| 10 |
Parental support and enjoyment of learning in mathematics: Does change in parental support predict change in enjoyment of learning?
|
Buff, Alex
|
|
2016
|
49 |
3 |
p. 423-434
|
artikel
|
| 11 |
Teaching methods and their impact on students’ emotions in mathematics: an experience-sampling approach
|
Bieg, Madeleine
|
|
2017
|
49 |
3 |
p. 411-422
|
artikel
|
| 12 |
Training effects on teachers’ feedback practice: the mediating function of feedback knowledge and the moderating role of self-efficacy
|
Schütze, Birgit
|
|
2017
|
49 |
3 |
p. 475-489
|
artikel
|
| 13 |
Why do children worry about their academic achievement? An expectancy-value perspective on elementary students’ worries about their mathematics and reading performance
|
Lauermann, Fani
|
|
2017
|
49 |
3 |
p. 339-354
|
artikel
|
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