Zobrazeno 1 - 10
of 63
pro vyhledávání: '"Anna Tapola"'
Publikováno v:
Frontiers in Psychology, Vol 11 (2021)
The present research examined the connections between temperament (punishment sensitivity; interindividual reward sensitivity; intraindividual reward sensitivity), students’ domain- and course-specific motivational appraisals (interest, strain, eff
Externí odkaz:
https://doaj.org/article/0219393e2bb94555978cbd33f8de0738
Autor:
Katariina Nuutila, Anna Tapola, Heta Tuominen, Sirkku Kupiainen, Attila Pásztor, Markku Niemivirta
Publikováno v:
Frontiers in Education, Vol 5 (2020)
In this study, we examined how situational interest, self-efficacy, and performance predict each other during task engagement, and how they, in turn, contribute to continued interest. Finnish fourth-graders (N = 263) did a computerized inductive reas
Externí odkaz:
https://doaj.org/article/9455b1118cf84f8eab256ed51ed3b5cd
Autor:
Riikka Mononen, Johan Korhonen, Markku Niemivirta, Anna Maria Rawlings, Anna Tapola, Heta Tuominen
This report gives an overview of the main findings from the iSeeNumbers project, (Eye) Tracking individual differences in numeracy development. Interplay between skills,motivation and well-being (2018–2022), and some recommendations that could be c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ff4f2edd70e38c53eea3af481d507d84
https://doi.org/10.31234/osf.io/kxtb5
https://doi.org/10.31234/osf.io/kxtb5
Publikováno v:
International Journal of Educational Psychology, Vol 6, Iss 2 (2017)
Although temperament and motivation both reflect individual differences in what is perceived as rewarding or threatening, and what is to be approached and what avoided, respectively, we know rather little about how they are connected in educational s
Externí odkaz:
https://doaj.org/article/957bb4e4b60d42bf9a7d1ea05487af5e
BackgroundAlthough research clearly evidences the importance of motivation in learning mathematics, fairly little is known about the developmental dynamics between the different facets of mathematics motivation and performance, especially during the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e36c489f3ef8eb9e7fd8278a17fdb630
https://doi.org/10.31234/osf.io/mauhj
https://doi.org/10.31234/osf.io/mauhj
Autor:
Pirjo Aunio, Riikka Mononen, Anu Laine, Geerdina van der Aalsvoort, Carla Compagnie, Annemie Desoete, Evelyn Kroesbergen, Maria Chiara Passolunghi, Martin van Schaik, Anna Tapola, Tjarda de Wit
Publikováno v:
LUMAT, Vol 3, Iss 5 (2015)
In November 2014 we had a wonderful possibility to organize a seminar International Seminar on Mathematical Learning Difficulties with our international colleagues in the field of mathematical learning difficulties. One of the main aims was to provid
Externí odkaz:
https://doaj.org/article/294b2bf242af4ddf9fbd500cd71911d4
Publikováno v:
European Journal of Psychology of Education. 35:451-475
Students’ goal strivings are known to be connected with important outcomes, both academically and with regard to individual well-being. In spite of their importance, our knowledge of factors contributing to their early development is rather limited
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6500ee0d63cbdc2ca96ccd3f9a804b65
https://doi.org/10.1007/s10212-019-00432-w
https://doi.org/10.1007/s10212-019-00432-w
This study examined how students’ interest, self-efficacy, and perceived difficulty change during a task, how those changes relate to each other, and how they predict performance. Sixth-graders (N = 1024) rated their interest, self-efficacy, and pe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7d15dff31f55dba79b95f9852dbad058
https://doi.org/10.31234/osf.io/pd528
https://doi.org/10.31234/osf.io/pd528
This study examined Finnish 9th-graders’ (N = 966) pathways to educational and occupational aspirations considering two academic domains: mathematics and reading. Multi-group structural equation models were conducted to investigate how domain-speci
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f19412577743956a7b7ea1b0fac4000b
http://hdl.handle.net/10138/313500
http://hdl.handle.net/10138/313500
Publikováno v:
Learning and Individual Differences. 92:102090
Publisher Copyright: © 2021 The Authors This study examined how students' interest, self-efficacy, and perceived difficulty change during a task, how those changes relate to each other, and how they predict performance. Sixth-graders (N = 1024) rate
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c71a4d6ed7cdf053c6ff207a0fc381cc
https://doi.org/10.1016/j.lindif.2021.102090
https://doi.org/10.1016/j.lindif.2021.102090