Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A Cross-National Study.
In: Educational Psychology: An International Journal of Experimental Educational Psychology, Jg. 22 (2002), Heft 5, S. 499-511
Online
academicJournal
Zugriff:
Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what could be attributable to academic efficacy. Includes references. (CMK)
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Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A Cross-National Study.
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Autor/in / Beteiligte Person: | Dorman, Jeffrey P. ; Adams, Joan E. ; Ferguson, Janet M. |
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Zeitschrift: | Educational Psychology: An International Journal of Experimental Educational Psychology, Jg. 22 (2002), Heft 5, S. 499-511 |
Veröffentlichung: | 2002 |
Medientyp: | academicJournal |
ISSN: | 0144-3410 (print) |
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