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

被引：0
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作者：
Margaret Ekatushabe
Diana Kwarikunda
Charles M. Muwonge
Joseph Ssenyonga
Ulrich Schiefele
机构：
[1] Mbarara University of Science and Technology,Department of Educational Foundations and Psychology, Faculty of Science
[2] University of Potsdam,Faculty of Human Sciences, Department of Educational Sciences
[3] University of Konstanz,Department of Psychology
来源：
International Journal of STEM Education | / 8卷
关键词：
Teacher autonomy support; Cognitive appraisals; Self-efficacy; Task value; Boredom; Gender; Physics;
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