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

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