Kathrin E. Maki, Robin S. Codding, Anne F. Zaslofsky, Marie C. E. Dougé, Shanyn Thompson
{"title":"任务时间和复杂性对学生感知任务难度和报告数学策略使用情况的影响","authors":"Kathrin E. Maki, Robin S. Codding, Anne F. Zaslofsky, Marie C. E. Dougé, Shanyn Thompson","doi":"10.1080/2372966x.2024.2370232","DOIUrl":null,"url":null,"abstract":"Despite the robust correlation between math anxiety and math performance, little is known about how students’ perceptions of math task difficulty or employment of math strategies may relate to math...","PeriodicalId":21555,"journal":{"name":"School Psychology Review","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2024-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Effects of Task Timing and Complexity on Students’ Perceived Task Difficulty and Reported Math Strategy Use\",\"authors\":\"Kathrin E. Maki, Robin S. Codding, Anne F. Zaslofsky, Marie C. E. Dougé, Shanyn Thompson\",\"doi\":\"10.1080/2372966x.2024.2370232\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Despite the robust correlation between math anxiety and math performance, little is known about how students’ perceptions of math task difficulty or employment of math strategies may relate to math...\",\"PeriodicalId\":21555,\"journal\":{\"name\":\"School Psychology Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2024-06-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"School Psychology Review\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/2372966x.2024.2370232\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Psychology Review","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/2372966x.2024.2370232","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}
The Effects of Task Timing and Complexity on Students’ Perceived Task Difficulty and Reported Math Strategy Use
Despite the robust correlation between math anxiety and math performance, little is known about how students’ perceptions of math task difficulty or employment of math strategies may relate to math...
期刊介绍：
School Psychology Review (SPR) is a refereed journal published quarterly by NASP. Its primary purpose is to provide a means for communicating scholarly advances in research, training, and practice related to psychology and education, and specifically to school psychology. Of particular interest are articles presenting original, data-based research that can contribute to the development of innovative intervention and prevention strategies and the evaluation of these approaches. SPR presents important conceptual developments and empirical findings from a wide range of disciplines (e.g., educational, child clinical, pediatric, community.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
