ASSESSING STUDENTS THEORIES OF SUCCESS IN MATHEMATICS - INDIVIDUAL AND CLASSROOM DIFFERENCES

被引：162

作者：

NICHOLLS, JG

COBB, P

WOOD, T

YACKEL, E

PATASHNICK, M

机构：

[1] PURDUE UNIV,SCH EDUC,W LAFAYETTE,IN 47907

[2] UNIV ILLINOIS,COLL EDUC,CHICAGO,IL 60680

[3] LAFAYETTE COLL,DEPT EDUC,EASTON,PA 18042

[4] PURDUE UNIVCALUMET,DEPT MATH SCI,HAMMOND,IN 46323

来源：

关键词：

D O I：

10.2307/749138

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：109 / 122

页数：14

共 38 条

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[3] [Anonymous], 1978, BRAINSTORMS
[4] [Anonymous], 1986, MOTIVATION FACTOR TH
[5] [Anonymous], 1987, ROAD STRUCTURE
[6] Asch SE, 1952, SOC PSYCHOL-GERMANY
[7] Ausubel D, 1978, ED PSYCHOL COGNITIVE
[8] Barnes Barry, 1977, INTERESTS GROWTH KNO
[9] TASK-INVOLVING AND EGO-INVOLVING PROPERTIES OF EVALUATION - EFFECTS OF DIFFERENT FEEDBACK CONDITIONS ON MOTIVATIONAL PERCEPTIONS, INTEREST, AND PERFORMANCE
BUTLER, R
[J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1987, 79 (04) : 474 - 482
[10] THE TENSION BETWEEN THEORIES OF LEARNING AND INSTRUCTION IN MATHEMATICS EDUCATION
COBB, P
[J]. EDUCATIONAL PSYCHOLOGIST, 1988, 23 (02) : 87 - 103