| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Anxiety in the mathematics classroom: reciprocal relations with control and value, and relations with subsequent achievement
|
Putwain, David W.
|
|
|
55 |
2 |
p. 285-298
|
artikel
|
| 2 |
Boys’ motivation profiles in mathematics: relations with contextual factors, wellbeing and engagement in a boys-only school
|
Beswick, Kim
|
|
|
55 |
2 |
p. 315-329
|
artikel
|
| 3 |
Comprehension of argumentation in mathematical text: what is the role of interest?
|
Renninger, K. Ann
|
|
|
55 |
2 |
p. 371-384
|
artikel
|
| 4 |
Correction: Learning as a critical encounter with the other: prospective teachers conversing with the history of mathematics
|
Radford, Luis
|
|
|
55 |
2 |
p. 491
|
artikel
|
| 5 |
Emotions and motivation in mathematics education: Where we are today and where we need to go
|
Schukajlow, S.
|
|
|
55 |
2 |
p. 249-267
|
artikel
|
| 6 |
I value the problem, but I don’t think my students will: preservice teachers’ judgments of task value and self-efficacy for modelling, word, and intramathematical problems
|
Böswald, Valentin
|
|
|
55 |
2 |
p. 331-344
|
artikel
|
| 7 |
Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M)
|
Bieleke, Maik
|
|
|
55 |
2 |
p. 269-284
|
artikel
|
| 8 |
Motivational climate in mathematics classrooms: teacher self-efficacy for student engagement, student- and teacher-reported emotional support and student interest
|
Hettinger, Katharina
|
|
|
55 |
2 |
p. 413-426
|
artikel
|
| 9 |
Motivational states in an undergraduate mathematics course: relations between facets of individual interest, task values, basic needs, and effort
|
Rach, Stefanie
|
|
|
55 |
2 |
p. 461-476
|
artikel
|
| 10 |
Preservice primary school teachers’ attitudes towards mathematics: a longitudinal study
|
Panero, Monica
|
|
|
55 |
2 |
p. 447-460
|
artikel
|
| 11 |
Publisher Correction: Relevant mathematical modelling efforts for understanding COVID-19 dynamics: an educational challenge
|
Meyer, J. F. C. A.
|
|
|
55 |
2 |
p. 493-496
|
artikel
|
| 12 |
Student values and wellbeing in mathematics education: perspectives of Chinese primary students
|
Hill, Julia L.
|
|
|
55 |
2 |
p. 385-398
|
artikel
|
| 13 |
Studying while anxious: mathematics anxiety and the avoidance of solving practice problems during exam preparation in college calculus
|
Jenifer, Jalisha B.
|
|
|
55 |
2 |
p. 359-369
|
artikel
|
| 14 |
The reciprocal relationship among Chinese senior secondary students’ intrinsic and extrinsic motivation and cognitive engagement in learning mathematics: a three-wave longitudinal study
|
Zhang, Yongqiang
|
|
|
55 |
2 |
p. 399-412
|
artikel
|
| 15 |
The role of epistemic emotions in undergraduate students’ proof construction
|
Schubert, Sandra
|
|
|
55 |
2 |
p. 299-314
|
artikel
|
| 16 |
Tracing mathematics engagement in the first year of high school: relationships between prior experience, observed support, and task-level emotion and motivation
|
Middleton, James A.
|
|
|
55 |
2 |
p. 427-445
|
artikel
|
| 17 |
Understanding the interplay between targeted motivation interventions and motivational teaching practices in mathematics classrooms
|
Gaspard, Hanna
|
|
|
55 |
2 |
p. 345-358
|
artikel
|
| 18 |
Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice
|
Skilling, Karen
|
|
|
55 |
2 |
p. 477-490
|
artikel
|
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