ArticleFrontiers in psychology2023
Unraveling the complexity of the associations between students' science achievement, motivation, and teachers' feedback.
Article in Frontiers in psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Relating Cognitive-Activating Instruction and Metacognitive Self-Regulation to Mathematics Performance and Self-Efficacy: A Process-Modelling Study.Behavioral sciences (Basel, Switzerland) · 2026Article
- Exploring age-related differences in metacognitive self-regulation: the influence of motivational factors in secondary school students.Frontiers in psychology · 2024Article
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Authors and funding
3 authors.
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Abstract
In recent decades, national science achievement in Greece is following a declining trend. A commonly held assumption is that achievement declines may occur either due to low quality teaching practices or due to students' low motivation. While motivational beliefs have been linked with achievement, there is not enough evidence connecting these motivational constructs with teachers' feedback, which can play an important role in nurturing both students' motivation and achievement. Given that less is known about how these variables collectively function in predicting students' science achievement, the present study draws upon the Greek (
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