|
[1]
|
A Systematic Review on Learning-Related Emotion Regulation: Academic Emotions and their Regulation
Educational Psychology Review,
2026
DOI:10.1007/s10648-026-10123-w
|
|
|
|
|
[2]
|
Connect the dots: connecting problem solving and videogames in initial training of early childhood education teachers
Frontiers in Education,
2024
DOI:10.3389/feduc.2024.1307929
|
|
|
|
|
[3]
|
Triangular Fuzzy Cognitive Maps Method for Modelling Interrelation between Causal and Trigger Factors Towards Students' Mathematics Problem-Solving Ability
Malaysian Journal of Mathematical Sciences,
2024
DOI:10.47836/mjms.18.3.12
|
|
|
|
|
[4]
|
Comparative analysis of students’ emotional and motivational profiles in mathematics in grades 1–6
Frontiers in Education,
2023
DOI:10.3389/feduc.2023.1117676
|
|
|
|
|
[5]
|
Similarities in Procedures Used to Solve Mathematical Problems and Video Games
Education Sciences,
2022
DOI:10.3390/educsci12030172
|
|
|
|
|
[6]
|
Trends and Prospects in Metacognition Research across the Life Span
2021
DOI:10.1007/978-3-030-51673-4_7
|
|
|
|
|
[7]
|
A Multi-Dimensional Hybrid Learning Environment for Business Education: A Knowledge Dynamics Perspective
Sustainability,
2021
DOI:10.3390/su13073889
|
|
|
|
|
[8]
|
Perceived Competence and Intrinsic Motivation in Mathematics: Exploring Latent Profiles
Sustainability,
2021
DOI:10.3390/su13168707
|
|
|
|
|
[9]
|
From perceived competence to emotion regulation: assessment of the effectiveness of an intervention among upper elementary students
European Journal of Psychology of Education,
2020
DOI:10.1007/s10212-020-00481-6
|
|
|
|
|
[10]
|
An Exploration of the Cognitive, Motivational, Emotional and Regulatory Behaviours of Elementary-School Novice and Expert Problem Solvers
Canadian Journal of Science, Mathematics and Technology Education,
2020
DOI:10.1007/s42330-020-00092-9
|
|
|
|
|
[11]
|
Emotional and motivational relationship of elementary students to mathematical problem-solving: a person-centered approach
European Journal of Psychology of Education,
2019
DOI:10.1007/s10212-018-00411-7
|
|
|
|
|
[12]
|
Les interactions sociales au service des apprentissages mathématiques
Éducation et francophonie,
2019
DOI:10.7202/1066510ar
|
|
|
|
|
[13]
|
Le développement des habiletés sociales comme support aux apprentissages cognitifs
Éducation et francophonie,
2019
DOI:10.7202/1066511ar
|
|
|
|
|
[14]
|
Mathematical-metacognitive discourse: how can it be developed among teachers and their students? Empirical evidence from a videotaped lesson and two case studies
ZDM,
2018
DOI:10.1007/s11858-018-01016-6
|
|
|
|