Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

IF 5.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Stem Education Pub Date : 2021-03-29 DOI:10.1186/s40594-021-00272-5

Margaret Ekatushabe, Diana Kwarikunda, C. M. Muwonge, J. Ssenyonga, Ulrich Schiefele

引用次数: 15

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初中生物理学习中教师自主支持、认知评价与无聊感的关系

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Stem Education Social Sciences-Education

CiteScore

12.40

自引率

11.90%

发文量

审稿时长

13 weeks

期刊介绍： The International Journal of STEM Education is a multidisciplinary journal in subject-content education that focuses on the study of teaching and learning in science, technology, engineering, and mathematics (STEM). It is being established as a brand new, forward looking journal in the field of education. As a peer-reviewed journal, it is positioned to promote research and educational development in the rapidly evolving field of STEM education around the world.