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Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/pits.21901openalex-snapshot
INTRINSIC MOTIVATION, LEARNING GOALS, ENGAGEMENT, AND ACHIEVEMENT IN A DIVERSE HIGH SCHOOL
inferredcites →https://doi.org/10.1006/ceps.1999.1020openalex-snapshot
Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions
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Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices
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Handbook of Research on Student Engagement
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The Power of Mindsets: Nurturing Engagement, Motivation, and Resilience in Students
inferredcites →https://doi.org/10.1007/978-1-4899-2271-7openalex-snapshot
Intrinsic Motivation and Self-Determination in Human Behavior
inferredcites →https://doi.org/10.1007/bf03173470openalex-snapshot
Impact of teachers’ implicit theories and perceived pressures on the establishment of an autonomy supportive climate
inferredcites →https://doi.org/10.1007/s11218-017-9369-yopenalex-snapshot
Teachers’ sense of responsibility for educational outcomes and its associations with teachers’ instructional approaches and professional wellbeing
inferredcites →https://doi.org/10.1016/j.appdev.2015.08.002openalex-snapshot
Parental beliefs about the fixedness of ability
inferredcites →https://doi.org/10.1016/j.cedpsych.2009.11.001openalex-snapshot
Buffering against performance classroom goal structures: The importance of autonomy support and classroom community
inferredcites →https://doi.org/10.1016/j.cedpsych.2014.07.002openalex-snapshot
Achievement goals, academic self-concept, and school grades in mathematics: Longitudinal reciprocal relations in above average ability secondary school students
inferredcites →https://doi.org/10.1016/j.cedpsych.2015.06.005openalex-snapshot
Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation
inferredcites →https://doi.org/10.1016/j.jesp.2011.12.012openalex-snapshot
“It's ok — Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students
inferredcites →https://doi.org/10.1016/j.jesp.2017.11.006openalex-snapshot
Messages about brilliance undermine women's interest in educational and professional opportunities
inferredcites →https://doi.org/10.1016/j.jsp.2009.09.002openalex-snapshot
A practical guide to multilevel modeling
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Written feedback in mathematics: Mediated by students' perception, moderated by goal orientation
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Dimensional Comparison Theory: Paradoxical relations between self-beliefs and achievements in multiple domains
inferredcites →https://doi.org/10.1016/j.lindif.2005.06.004openalex-snapshot
Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement
inferredcites →https://doi.org/10.1016/j.lindif.2018.01.015openalex-snapshot
Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students: Commonalities and differences between academic domains
inferredcites →https://doi.org/10.1016/j.rssm.2010.01.002openalex-snapshot
Family scholarly culture and educational success: Books and schooling in 27 nations
inferredcites →https://doi.org/10.1016/j.tate.2003.10.002openalex-snapshot
In search of the essence of a good teacher: towards a more holistic approach in teacher education
inferredcites →https://doi.org/10.1016/j.tate.2017.02.004openalex-snapshot
Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation
inferredcites →https://doi.org/10.1016/s0742-051x(00)00052-4openalex-snapshot
Teachers’ beliefs and practices related to mathematics instruction
inferredcites →https://doi.org/10.1026/0012-1924/a000023openalex-snapshot
Konstruktion und erste Validierung einer Skala zur Erfassung subjektiver schulischer Werte (SESSW)
inferredcites →https://doi.org/10.1037//0003-066x.34.5.391openalex-snapshot
Education and distributive justice: Some reflections on grading systems.
inferredcites →https://doi.org/10.1037//0022-0663.78.3.201openalex-snapshot
Strategy training and attributional feedback with learning disabled students.
inferredcites →https://doi.org/10.1037//0022-0663.89.3.451openalex-snapshot
Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study.
inferredcites →https://doi.org/10.1037//0022-0663.93.1.3openalex-snapshot
Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study.
inferredcites →https://doi.org/10.1037//0022-3514.54.1.5openalex-snapshot
Goals: An approach to motivation and achievement.
inferredcites →https://doi.org/10.1037/0003-066x.41.10.1040openalex-snapshot
Motivational processes affecting learning.
inferredcites →https://doi.org/10.1037/0003-066x.55.1.68openalex-snapshot
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.
inferredcites →https://doi.org/10.1037/0022-0663.78.3.210openalex-snapshot
Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance.
inferredcites →https://doi.org/10.1037/0022-0663.82.3.525openalex-snapshot
Academic intrinsic motivation in young elementary school children.
inferredcites →https://doi.org/10.1037/0022-0663.84.3.261openalex-snapshot
Classrooms: Goals, structures, and student motivation.
inferredcites →https://doi.org/10.1037/0022-0663.99.4.715openalex-snapshot
Between- and within-domain relations of students' academic emotions.
inferredcites →https://doi.org/10.1037/0033-295x.95.2.256openalex-snapshot
A social-cognitive approach to motivation and personality.
inferredcites →https://doi.org/10.1037/1082-989x.12.2.121openalex-snapshot
Centering predictor variables in cross-sectional multilevel models: A new look at an old issue.
inferredcites →https://doi.org/10.1037/a0020376openalex-snapshot
Ability mindsets influence the quality of mothers' involvement in children's learning: An experimental investigation.
inferredcites →https://doi.org/10.1037/a0028115openalex-snapshot
The roles of competence beliefs and goal orientations for change in intrinsic motivation.
inferredcites →https://doi.org/10.1037/a0032138openalex-snapshot
Reliability estimation in a multilevel confirmatory factor analysis framework.
inferredcites →https://doi.org/10.1037/dev0000282openalex-snapshot
Who needs innate ability to succeed in math and literacy? Academic-domain-specific theories of intelligence about peers versus adults.
inferredcites →https://doi.org/10.1037/edu0000064openalex-snapshot
Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence.
inferredcites →https://doi.org/10.1073/pnas.1524360113openalex-snapshot
Teaching a lay theory before college narrows achievement gaps at scale
inferredcites →https://doi.org/10.1080/00220973.2013.876225openalex-snapshot
Profiles of Intrinsic and Extrinsic Motivations in Elementary School: A Longitudinal Analysis
inferredcites →https://doi.org/10.1080/0031383840280303openalex-snapshot
Grading of Student's Attainment: Purposes and Functions
inferredcites →https://doi.org/10.1080/00461520.1991.9653140openalex-snapshot
Enhancing Student Motivation: A Schoolwide Approach
inferredcites →https://doi.org/10.1080/13803611.2015.1057161openalex-snapshot
Trajectories of change in students’ self-concepts of ability and values in math and college major choice
inferredcites →https://doi.org/10.1111/bjep.12143openalex-snapshot
Math grades and intrinsic motivation in elementary school: A longitudinal investigation of their association
inferredcites →https://doi.org/10.1111/cdev.12955openalex-snapshot
The Origins of Children's Growth and Fixed Mindsets: New Research and a New Proposal
inferredcites →https://doi.org/10.1111/j.1467-8624.1989.tb02734.xopenalex-snapshot
Developmental Change in Children's Assessment of Intellectual Competence
inferredcites →https://doi.org/10.1111/j.1467-8624.2008.01205.xopenalex-snapshot
Longitudinal Analysis of Intrinsic Motivation and Competence Beliefs: Is There a Relation Over Time?
inferredcites →https://doi.org/10.1126/sciadv.aau4734openalex-snapshot
STEM faculty who believe ability is fixed have larger racial achievement gaps and inspire less student motivation in their classes
inferredcites →https://doi.org/10.1126/science.1261375openalex-snapshot
Expectations of brilliance underlie gender distributions across academic disciplines
inferredcites →https://doi.org/10.1146/annurev.psych.53.100901.135153openalex-snapshot
Motivational Beliefs, Values, and Goals
inferredcites →https://doi.org/10.1146/annurev.psych.56.091103.070258openalex-snapshot
Classroom Goal Structure, Student Motivation, and Academic Achievement
inferredcites →https://doi.org/10.1177/0149206313478188openalex-snapshot
Best-Practice Recommendations for Estimating Cross-Level Interaction Effects Using Multilevel Modeling
inferredcites →https://doi.org/10.1177/0956797616639727openalex-snapshot
Parents’ Views of Failure Predict Children’s Fixed and Growth Intelligence Mind-Sets
inferredcites →https://doi.org/10.1348/000709910x499084openalex-snapshot
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
inferredcites →https://doi.org/10.1371/journal.pone.0150194openalex-snapshot
The Frequency of “Brilliant” and “Genius” in Teaching Evaluations Predicts the Representation of Women and African Americans across Fields
inferredcites →https://doi.org/10.2307/2070638openalex-snapshot
Intrinsic Motivation and Self-Determination in Human Behavior
inferredcites →https://doi.org/10.2378/peu2012.art03dopenalex-snapshot
Mathe ist schwierig und Deutsch aktuell: Vergleichende Studie zur Charakterisierung von Schulfächern aus Schülersicht
inferredcites →https://doi.org/10.2378/peu2016.art05dopenalex-snapshot
Zur (Un-)Genauigkeit selbstberichteter Zensuren bei Grundschulkindern
inferredcites →https://doi.org/10.3389/fpsyg.2015.00235openalex-snapshot
Women are underrepresented in fields where success is believed to require brilliance
inferredcites →https://doi.org/10.3389/fpsyg.2018.01535openalex-snapshot
Factors Influencing High School Students’ Interest in pSTEM
inferredcites →https://doi.org/10.4324/9781315773384openalex-snapshot
Handbook of Motivation at School
inferredcites →https://doi.org/10.6017/lse.tpisc.tr2103.kb5342openalex-snapshot
PIRLS 2021 International Results in Reading
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Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Teachers’ Awareness Towards Math-Gender Stereotype-Reinforcing Behaviors in the Classroom: A Video Experiment
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How Future Time Perspective Fosters a Growth Mindset: Evidence From Adolescents
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Engineering stress culture: Relationships among mental health, engineering identity, and sense of inclusion
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Self‐Efficacy as a Mediator of the Relation Between Motivation and Academic Performance: A Meta‐Analysis and Meta‐Analytic Structural Equation Model
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Assessing Academic Motivation Towards Mathematics: Measurement Invariance and Latent Mean Differences Between Chinese Dai and Han Students
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Extrinsic Motivation vs. Intrinsic Motivation: Key Factors Influencing Farmers’ Land Quality Protection Behavior in China
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Do teachers’ beliefs about the nature and learning of mathematics affect students’ motivation and enjoyment of mathematics? Examining differences between boys and girls across six countries
inferred← citeshttps://doi.org/10.1007/s10212-026-01120-2openalex-snapshot
Unraveling the Finnish Paradox: chain mediation pathways of mindset and support fail to explain girls’ superior mathematics achievement based on PISA 2022
inferred← citeshttps://doi.org/10.1007/s10639-023-12129-1openalex-snapshot
The effect of 5e learning model enriched with coding on primary school mathematics lesson
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The effectiveness of using IT in art education to develop learning motivation and psychological well-being
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A Meta-Analysis on Teachers’ Growth Mindset
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The Brilliance–Belonging Model: How Cultural Beliefs About Intellectual Ability Undermine Educational Equity
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An exploratory study of the relation between teachers’ implicit theories and teacher noticing
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Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation
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The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education: a circumplex approach
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Who Can Do STEM?: Children’s Gendered Beliefs about STEM and Non-STEM Competence and Learning
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Instructor mindset beliefs and behaviors: How do students and instructors perceive them?
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Detrimental effects of instructors’ fixed mindsets on students’ anticipated motivation and emotions in secondary and higher education
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Finnish teachers’ mindsets and conceptions of neuroplasticity
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Professionalisation for inclusive mathematics—teacher education programs and changes in pre-service teachers’ beliefs and self-efficacy
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Interlinking teachers’ beliefs and motivational practices: a cross-country examination of the relationship with students’ motivation in mathematics
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Parents’ and teachers’ gender role attitudes and perceptions of mathematics achievement in Lebanon: bias against girls
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Beliefs, affordances, and adolescent development: Lessons from a decade of growth mindset interventions
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Intellectual humility: On recognizing our limits
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The evolution of mindset research: Forging connections across individuals, situations, and cultures
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Development of children’s math attitudes: Gender differences, key socializers, and intervention approaches
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Adults and children implicitly associate brilliance with men more than women
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Students’ growth mindset: Relation to teacher beliefs, teaching practices, and school climate
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Reflecting on their mission increases preservice teachers’ growth mindsets
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A multi-informant study on teachers' mindset, classroom practices, and student well-being
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Experimental evidence on the effects of preservice teachers’ growth and fixed mindsets on teaching self-efficacy and anticipated instructional practices
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Seeing students differently: Tracing shifts in teachers’ conceptualizations through situated discourse
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Elaborative learning practices are associated with perceived faculty growth mindset in undergraduate science classrooms
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School engagement, sensitivity to criticism and academic achievement in children: The predictive role of theory of mind
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Do socializers’ mindset beliefs matter for student mindset and achievement? A meta-analysis
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Teachers' beliefs about the determinants of student achievement predict job satisfaction and stress
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An Exploratory Study of the Behaviors that Communicate Perceived Instructor Mindset Beliefs in College STEM Classrooms
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Investigating preservice teachers' field-specific ability beliefs: Do they believe innate talent is essential for success in their subject?
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The role of agency and communion in understanding teacher-student conflict resolution: The needs-based model of reconciliation
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A light-touch mindset intervention benefits the growth mindsets of pre-service teachers and their struggling students
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How early beliefs about brilliance shape gender gaps
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Comparison of Parent-Rated Teaching Activities During the First and Second School Lockdowns and Its Association With Students’ Learning Outcomes During Distant Teaching
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The roles of generic and domain-specific mindsets in learning graphic design principles
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Internal Quality Assurance System in Early Childhood Education Institutions
inferred← citeshttps://doi.org/10.31004/obsesi.v6i3.1811openalex-snapshot
Analisis Tingkat Kebutuhan Sistem Penjaminan Mutu Internal Pendidikan Anak Usia Dini
inferred← citeshttps://doi.org/10.31219/osf.io/b6cxaopenalex-snapshot
A Meta-Analysis on Teachers’ Growth Mindset
inferred← citeshttps://doi.org/10.31219/osf.io/z7w4uopenalex-snapshot
Teacher Mindsets and Student Sense of Classroom Belonging
inferred← citeshttps://doi.org/10.31764/jtam.v6i4.9772openalex-snapshot
Mathematical Communication and Students' Epistemological Beliefs of Linear Systems with Three Variables
inferred← citeshttps://doi.org/10.3233/wor-205237openalex-snapshot
Could the academic advisor, intrinsic motivation, and time management influence students’ attitudes towards research work on campus?
inferred← citeshttps://doi.org/10.33711/yyuefd.1067779openalex-snapshot
Sınıf Öğretmenlerin Matematik Öğrenmeye İlişkin İnançları ve Matematik Öğretimi Kaygıları Arasındaki İlişki
inferred← citeshttps://doi.org/10.3389/feduc.2019.00034openalex-snapshot
Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept?
inferred← citeshttps://doi.org/10.3389/feduc.2020.00159openalex-snapshot
Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner
inferred← citeshttps://doi.org/10.3389/feduc.2025.1513424openalex-snapshot
Teachers’ talent beliefs in the domain of verbal giftedness—the questionnaire
inferred← citeshttps://doi.org/10.3389/fpsyg.2020.01417openalex-snapshot
“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction
inferred← citeshttps://doi.org/10.3389/fpsyg.2021.736656openalex-snapshot
The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.1024017openalex-snapshot
Innate ability, health, motivation, and social capital as predictors of students’ cognitive, affective and psychomotor learning outcomes in secondary schools
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.1057730openalex-snapshot
Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements
inferred← citeshttps://doi.org/10.3389/fpsyg.2022.820254openalex-snapshot
Exploring the Nature of Teachers’ Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire
inferred← citeshttps://doi.org/10.3389/fpsyg.2023.1155264openalex-snapshot
Development of associations between elementary school students’ mindsets and attentional neural processing of feedback in an arithmetic task
inferred← citeshttps://doi.org/10.3389/fpsyg.2025.1655086openalex-snapshot
Validating the language mindset inventory in Finland: a study of higher education students’ language-learning mindsets
inferred← citeshttps://doi.org/10.3390/educsci13010068openalex-snapshot
Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning
inferred← citeshttps://doi.org/10.3390/educsci15081022openalex-snapshot
Do Student Teachers Have Domain-Specific Beliefs About Talent? An Intra- and Inter-Individual Comparison
inferred← citeshttps://doi.org/10.3390/ejihpe11010012openalex-snapshot
Adaptation and Validation of the Motivated Strategies for Learning Questionnaire for Spanish Adolescents
inferred← citeshttps://doi.org/10.3390/jintelligence11050087openalex-snapshot
Achievement in Fundamental Movement Skills, Spatial Abilities, and Mathematics among Lower Key Stage 2 Children
inferred← citeshttps://doi.org/10.3390/su12051888openalex-snapshot
The Relationships between Children’s Ego Function and Fear of Negative Evaluation Affecting Academic Failure Tolerance in Early School Age: Analysis by Grade Level Considering Sustainability of Academic Motivation
inferred← citeshttps://doi.org/10.3390/su122310092openalex-snapshot
The Impact of Online Computer Assisted Learning at Home for Disadvantaged Children in Taiwan: Evidence from a Randomized Experiment
inferred← citeshttps://doi.org/10.33902/jpr.202319099openalex-snapshot
Family and community inputs as predictors of students overall, cognitive, affective and psychomotor learning outcomes in secondary schools
inferred← citeshttps://doi.org/10.33902/jpr.202428560openalex-snapshot
Role of mathematics motivation in the relationship between mathematics self-efficacy and achievement
inferred← citeshttps://doi.org/10.35194/jp.v13i1.3947openalex-snapshot
Research trends on learning mathematics with the CPA (Concrete-Pictorial-Abstract) approach
inferred← citeshttps://doi.org/10.35445/alishlah.v15i2.3879openalex-snapshot
Maintaining Teacher Performance and Motivation: Challenges and Strategies for Human Resource Management in the Education Sector
inferred← citeshttps://doi.org/10.35484/ahss.2022(3-ii)69openalex-snapshot
Neuroscientific Study on the Effect of Brain-Based Learning on Students' Intrinsic Motivation to Learn Mathematics
inferred← citeshttps://doi.org/10.35633/inmateh-68-76openalex-snapshot
TEACHING STRATEGIES AND STUDENT ACADEMIC PERFORMANCE IN AGRICULTURE STUDIES: THE MEDIATING EFFECT OF TEACHERS' SELF-EFFICACY
inferred← citeshttps://doi.org/10.36941/jesr-2023-0141openalex-snapshot
The Relationship between Teacher’s Self-Efficacy and Creative Teaching of Primary Mathematics Teachers
inferred← citeshttps://doi.org/10.37074/jalt.2022.5.1.4openalex-snapshot
Creating a motivation scale for secondary school students in Papua New Guinea
inferred← citeshttps://doi.org/10.4018/978-1-6684-6772-5.ch006openalex-snapshot
Recognizing the Importance of Educator Behavior in SDL
inferred← citeshttps://doi.org/10.4018/979-8-3373-7245-7.ch007openalex-snapshot
Unpacking Mathematics
inferred← citeshttps://doi.org/10.4135/9781452204437.n110openalex-snapshot
Implicit Theories of Intelligence
inferred← citeshttps://doi.org/10.4236/oalib.1111816openalex-snapshot
Examining the Relationship of Mathematics Self-Concept, Academic Self-Regulation, and Academic Achievement of Pre-Service Mathematics Teachers
inferred← citeshttps://doi.org/10.47175/rielsj.v3i2.476openalex-snapshot
The Impact of Students Assessing the Level of Difficulty Test Item on Interest and Motivation in Learning Mathematics
inferred← citeshttps://doi.org/10.47197/retos.v49.98466openalex-snapshot
The methodological basis for increasing the internal intellectual potential of physical education and sports students
inferred← citeshttps://doi.org/10.47405/mjssh.v6i4.765openalex-snapshot
Integrasi Permainan Media Word Wall dalam Pendidikan Sejarah
inferred← citeshttps://doi.org/10.47836/mjms.20.1.01openalex-snapshot
Validation of the Mathematics Teaching Model for Malaysian High School Teachers: A Structural Equation Modelling Analysis
inferred← citeshttps://doi.org/10.54870/1551-3440.1604openalex-snapshot
The Birth of a Review or (How Villani Both Reinforces and Challenges Our Beliefs About Mathematics) A Review of Cédric Villani’s Birth of a Theorem: A Mathematical Adventure
inferred← citeshttps://doi.org/10.5539/ijps.v12n2p1openalex-snapshot
The Impact of a Career Group Counseling Mix Model on Satisfaction of Low-achieving College Students──Specialty-Oriented Career Exploration Group Counseling
inferred← citeshttps://doi.org/10.6007/ijarped/v9-i3/7779openalex-snapshot
Motivating Students to Learn: An Overview of Literature in Educational Psychology
inferred← citeshttps://doi.org/10.66437/qjerp.v2i8.008openalex-snapshot
Bridging Mathematics Learning Gaps Through Project Rapid Mathematics Assessment–Race to Ace Math: A Grade 9 Quasi-Experimental Study
inferred← citeshttps://doi.org/10.70675/e55da1c2z5be6z49e4z8682zeab2541d53f7openalex-snapshot
Attitudes à l'égard de l'école inclusive : rôle des valeurs
inferred← citeshttps://doi.org/10.70675/f1b34f65z007cz4eacz8123zb07039257fadopenalex-snapshot
Implicit theories of intelligence : what is their impact on school engagement and how to change them efficiently ?
inferred← citeshttps://doi.org/10.70838/pemj.440102openalex-snapshot
Effectiveness of Supplementary Materials Utilizing Digitized Instructional Materials in Teaching Mathematics 5
inferred← citeshttps://doi.org/10.7160/eriesj.2023.160303openalex-snapshot
Exploring Students’ Mathematical Beliefs: Gender, Grade, and Culture Differences
inferred← citeshttps://doi.org/10.7575/aiac.ijels.v.11n.4p.297openalex-snapshot
Understanding Mathematics Perception through Drawing: An Online Interpretative Phenomenological Analysis (OIPA) Study
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