Original paper

Relations among classroom context, student motivation, and mathematics literacy: a social cognitive perspective

Volume: 16, Issue: 2, Pages: 255 - 273
Published: Nov 12, 2020
Abstract
The purpose of the present study was to (a) determine relationships among teacher contextual variables including support and cognitive activation, student motivational beliefs, engagement, and mathematics literacy and (b) to examine whether different types of motivational and behavioral engagement variables act as viable mediators between the classroom context and student mathematics literacy. Data were extracted from the 2012 PISA, with a...
Paper Details
Title
Relations among classroom context, student motivation, and mathematics literacy: a social cognitive perspective
Published Date
Nov 12, 2020
Volume
16
Issue
2
Pages
255 - 273
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