Exploring the antecedents of learning-related emotions and their relations with achievement outcomes
Recent work suggests that learning-related emotions (LREs) play a crucial role in performance especially in the first year of university, a period of transition for most students; however, additional research is needed to show how these emotions emerge. We developed a framework which links a course-...
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| 主要な著者: | , , , , |
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| フォーマット: | Artigo |
| 言語: | Inglês |
| 出版事項: |
EARLI
2015-03-01
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| シリーズ: | Frontline Learning Research |
| 主題: | |
| オンライン･アクセス: | https://journals.sfu.ca/flr/index.php/journal/article/view/136 |
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