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Results 1 - 10 of 16  for Everything in this catalogue

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Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics

Nuutila, Katariina et al.

Learning and instruction. Volume 56: (2018, August); pp 73-83 -- Elsevier

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Consistency, longitudinal stability, and predictions of elementary school students' task interest, success expectancy, and performance in mathematics

Nuutila, Katariina et al.

Learning and instruction. Volume 56 (2018); pp 73-83 -- Elsevier

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Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions

Guo, Jiesi et al.

Learning and instruction. Volume 49 (2017); pp 81-91 -- Elsevier

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Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions

Guo, Jiesi et al.

Learning and instruction. Volume 49 (2017, June); pp 81-91 -- Elsevier

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How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence

Ruzek, Erik A. et al.

Learning and instruction. Volume 42 (2016, April); pp 95-103 -- Elsevier

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The influence of achievement goals on collaborative interactions and knowledge convergence

Mercier, Emma M.

Learning and instruction. Volume 50 (2017); pp 31-43 -- Elsevier

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The influence of achievement goals on collaborative interactions and knowledge convergence

Mercier, Emma M.

Learning and instruction. Volume 50 (2017, August); pp 31-43 -- Elsevier

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Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?

Arens, A. Katrin; Morin, Alexandre J.S.; Watermann, Rainer

Learning and instruction. Volume 39 (2015, October); pp 184-193 -- Elsevier

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Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs

Fryer, Luke K.; Ainley, Mary

Learning and instruction. Volume 60: (2019, April); pp 252-262 -- Elsevier

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Supporting interest in a study domain: A longitudinal test of the interplay between interest, utility-value, and competence beliefs

Fryer, Luke K.; Ainley, Mary

Learning and instruction. Volume 60: (2019, April); pp 252-262 -- Elsevier

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  1. Fryer, Luke K.
  2. Ainley, Mary
  3. Morin, Alexandre J.S.
  4. Parker, Philip D.
  5. Amemiya, Jamie

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