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Beliefs and engagement structures: behind the affective dimension of mathematical learning · Study

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Beliefs and engagement structures: behind the affective dimension of mathematical learning

Gerald A. Goldin, Yakov M. Epstein, Roberta Y. Schorr, Lisa B. Warner

2011-07-04articleZDM160 citationsclosed

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Education, Achievement, and Giftedness Mathematics Education and Pedagogy Mathematics Education and Teaching Techniques

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Citations in this library

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References

1990Flow: the psychology of optimal experience

2004School Engagement: Potential of the Concept, State of the Evidence

1969The Handbook of Social Psychology

1979Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry.

1973The nature of human values

1991Flow: The Psychology of Optimal Experience

1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct

1995Stereotype threat and the intellectual test performance of African Americans.

Cited by

2016Attitudes, Beliefs, Motivation and Identity in Mathematics Education

2018Student engagement and mathematics achievement: Unraveling main and interactive effects

2015Emotions in Problem Solving

2022Students’ online interaction, self-regulation, and learning engagement in higher education: The importance of social presence to online learning

2016Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

2022Learning technology acceptance and continuance intention among business students: The mediating effects of confirmation, flow, and engagement

Details

Year2011

Typearticle

VenueZDM

Languageen

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Identifiers

doi10.1007/s11858-011-0348-z

openalex_workW2137190050

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