Publikation Nr. 3378 - Details
VortragEnglisch
Learning from errors in the math class: Associations with students’ affective-motivational self-regulation, attributions, and adaptive learning actions.
Tulis, M. & Grassinger, R. (2018). Learning from errors in the math class: Associations with students’ affective-motivational self-regulation, attributions, and adaptive learning actions. New York City, US.
Abstract
Learning from errors in the math class: Associations with students’ affective-motivational self-regulation, attributions, and adaptive learning actions. Paper presented within the Symposium Being wrong (sometimes): How students’ classroom assessment mistakes and learning errors enhance learning and motivation at the 2018 Annual Meeting of the American Educational Research Association (AERA), New York City, US.
