{"title":"揭示自我效能、自我调节和元认知在缓解小学生数学焦虑中的相互作用：条件过程分析","authors":"Mochamad Guntur, Yoppy Wahyu Purnomo","doi":"10.1080/03004279.2024.2396096","DOIUrl":null,"url":null,"abstract":"This study investigates the relationships between self-efficacy, self-regulation, metacognition, and math anxiety among primary school students. The study investigates the mediating roles of self-r...","PeriodicalId":11590,"journal":{"name":"Education 3-13","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Unravelling the interplay of self-efficacy, self-regulation, metacognition in alleviating math anxiety among primary school student: a conditional process analysis\",\"authors\":\"Mochamad Guntur, Yoppy Wahyu Purnomo\",\"doi\":\"10.1080/03004279.2024.2396096\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study investigates the relationships between self-efficacy, self-regulation, metacognition, and math anxiety among primary school students. The study investigates the mediating roles of self-r...\",\"PeriodicalId\":11590,\"journal\":{\"name\":\"Education 3-13\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.9000,\"publicationDate\":\"2024-08-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Education 3-13\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/03004279.2024.2396096\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Education 3-13","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03004279.2024.2396096","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Unravelling the interplay of self-efficacy, self-regulation, metacognition in alleviating math anxiety among primary school student: a conditional process analysis
This study investigates the relationships between self-efficacy, self-regulation, metacognition, and math anxiety among primary school students. The study investigates the mediating roles of self-r...
期刊介绍：
Education 3-13 - International Journal of Primary, Elementary and Early Years Education is the major international publication of the Association for the Study of Primary Education (ASPE). The defining feature of the journal is that it aims to publish refereed articles representing the highest quality research and analysing practice relating to children between the ages of 3-13, both in the UK and internationally. It should be noted, however, that whilst the submission of items relating to pre-school and the transfer to secondary education are encouraged, the central focus of the journal is on primary education and articles addressing that phase are especially welcomed. Education 3-13 will be of interest to academics, students, teachers and advisers who seek perspectives on early years, primary and middle schooling. The Journal seeks to provide an avenue for the publication of research that will help to develop policy and practice in primary education and will also assist practitioners by providing helpful and stimulating ways of viewing what they do, or might do. The Journal welcomes submissions on all aspects of primary education in the form of articles that report original research, analyse practice, discuss local and national policy and initiatives, offer a comparative perspective on research and policy and report on major research projects. Illustrations, tables, figures, photos and examples of children''s work are welcomed.
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