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Perceived classroom support: Longitudinal effects on students' achievement emotions · Study

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ArticlePerceived classroom support: Longitudinal effects on students' achievement emotions

Lara Forsblom2020

Article2020

Perceived classroom support: Longitudinal effects on students' achievement emotions

Lara Forsblom · Francisco Peixoto · Lourdes Mata

38 citations·0/0 files stored·Learning and Individual Differences

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Education, Achievement, and Giftedness Early Childhood Education and Development Educational Environments and Student Outcomes

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References

1999Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives 2002Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance 2007Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance 1992Classrooms: Goals, structures, and student motivation.2006The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice 1993Measurement Invariance, Factor Analysis and Factorial Invariance 2003Testing Mediational Models With Longitudinal Data: Questions and Tips in the Use of Structural Equation Modeling.2003Education at a glance: OECD indicators, 2002

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2022Which is more predictive: Domain‐ or task‐specific self‐efficacy in teaching and outcomes?

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2021Cognitive appraisals, achievement emotions, and students’ math achievement: A longitudinal analysis.article · 15 shared references 2022Achievement emotions and elementary school children’s academic performance: Longitudinal models of developmental ordering.article · 13 shared references 2017Social and dimensional comparisons in math and verbal test anxiety: Within- and cross-domain relations with achievement and the mediating role of academic self-conceptarticle · 13 shared references 2016“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievementarticle · 12 shared references 2018Students’ self-determined motivation and negative emotions in mathematics in lower secondary education—Investigating reciprocal relationsarticle · 12 shared references 2021Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school studentsarticle · 12 shared references

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Year2020

Typearticle

Published2020-12-17

VenueLearning and Individual Differences

ISSN-L1041-6080

Languageen

Citations38

Files0 public / 0

ShelfEducation, Achievement, and Giftedness

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doi10.1016/j.lindif.2020.101959

openalex_workW3111179672

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