回饋方式目標設定與後設認知對國小學生數學作業表現及測試焦慮之影響

dc.contributor.author張景媛zh_tw
dc.contributor.authorCHING-YUAN CHANGen_US
dc.date.accessioned2014-10-27T15:10:23Z
dc.date.available2014-10-27T15:10:23Z
dc.date.issued1990-06-??zh_TW
dc.identifier869AE02F-2843-3138-1EC6-6A542CA84EA7zh_TW
dc.identifier.urihttp://rportal.lib.ntnu.edu.tw/handle/20.500.12235/11287
dc.language中文zh_TW
dc.publisher國立臺灣師範大學教育心理學系zh_tw
dc.publisherDepartment of Educational Psychology, NTNUen_US
dc.relation23,189-206zh_TW
dc.relation.ispartof教育心理學報zh_tw
dc.subject.other小學生zh_tw
dc.subject.other目標設定zh_tw
dc.subject.other回饋方式zh_tw
dc.subject.other作業zh_tw
dc.subject.other後設認知zh_tw
dc.subject.other測試zh_tw
dc.subject.other焦慮zh_tw
dc.subject.other數學zh_tw
dc.title回饋方式目標設定與後設認知對國小學生數學作業表現及測試焦慮之影響zh-tw
dc.title.alternativeTHE EFFECT OF FEEDBACK, GOAL-SETTING, AND METACOGNITION ON ELEMENTARY SCHOOL STUDENTS' MATHEMATICAL PERFORMANCE AND TEST ANXIETYzh_tw

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