Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

被引：0

作者：

Margaret Ekatushabe

Diana Kwarikunda

Charles M. Muwonge

Joseph Ssenyonga

Ulrich Schiefele

机构：

[1] Mbarara University of Science and Technology,Department of Educational Foundations and Psychology, Faculty of Science

[2] University of Potsdam,Faculty of Human Sciences, Department of Educational Sciences

[3] University of Konstanz,Department of Psychology

来源：

International Journal of STEM Education | / 8卷

关键词：

Teacher autonomy support; Cognitive appraisals; Self-efficacy; Task value; Boredom; Gender; Physics;

D O I：

暂无

中图分类号：

学科分类号：

摘要：

引用

共 32 条

[1] Relations between perceived teacher's autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students
Ekatushabe, Margaret
Kwarikunda, Diana
Muwonge, Charles M.
Ssenyonga, Joseph
Schiefele, Ulrich
INTERNATIONAL JOURNAL OF STEM EDUCATION, 2021, 8 (01)
[2] The Relationship between Motivation for, and Interest in, Learning Physics among Lower Secondary School Students in Uganda
Kwarikunda, Diana
Schiefele, Ulrich
Ssenyonga, Joseph
Muwonge, Charles Magoba
AFRICAN JOURNAL OF RESEARCH IN MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 2020, 24 (03) : 435 - 446
[3] The relations between urban high school science students? agentic mindset, agentic engagement, and perceived teacher autonomy support and control*
Patall, Erika A.
Kennedy, Alana A. U.
Yates, Nicole
Zambrano, Jeanette
Lee, Diane
Vite, Amanda
CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 2022, 71
[4] Examining the relationship between perceived teacher support and students' academic engagement in foreign language learning: Enjoyment and boredom as mediators
Zhao, Yanlin
Yang, Lianrui
FRONTIERS IN PSYCHOLOGY, 2022, 13
[5] Cognitive Appraisals, Achievement Emotions, and Motivation towards Learning Mathematics among Lower Secondary Students
Muwonge, Charles Magoba
Ssenyonga, Joseph
Kwarikunda, Diana
AFRICAN JOURNAL OF RESEARCH IN MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 2018, 22 (02) : 243 - 253
[6] AUTONOMY SUPPORT OR DIRECT CONTROL? High School Students' Experience of their Teacher's Behaviour
Piko, Bettina
Pinczes, Tamas
EUROPEAN JOURNAL OF MENTAL HEALTH, 2015, 10 (01) : 106 - 117
[7] Changes in control and value appraisals predict changes in learning enjoyment: A four-wave analysis among lower secondary school students
Hawrot, Anna
BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2024, 94 (01) : 231 - 247
[8] Motivational profiles in mathematics among Chinese secondary school students and their relations with perceived parent/teacher goals and academic achievement
Luo, Zheng
Yang, Yixue
Sun, Jiacan
Yuan, Wenjing
Liu, Siyuan
Wang, Ling
EDUCATIONAL PSYCHOLOGY, 2024, 44 (04) : 395 - 414
[9] Perceived Teacher Support and Intentions to Quit Upper Secondary School: Direct, and Indirect Associations via Emotional Engagement and Boredom
Tvedt, Maren Stabel
Bru, Edvin
Idsoe, Thormod
SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH, 2021, 65 (01) : 101 - 122
[10] Perceived Teacher Autonomy Support and Students' Deep Learning: The Mediating Role of Self-Efficacy and the Moderating Role of Perceived Peer Support
Zhao, Jingxian
Qin, Yue
FRONTIERS IN PSYCHOLOGY, 2021, 12

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