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https://olympias.lib.uoi.gr/jspui/handle/123456789/17913Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Efklides, A. | en |
| dc.contributor.author | Papadaki, M. | en |
| dc.contributor.author | Papantoniou, G. | en |
| dc.contributor.author | Kiosseoglou, G. | en |
| dc.date.accessioned | 2015-11-24T18:45:30Z | - |
| dc.date.available | 2015-11-24T18:45:30Z | - |
| dc.identifier.issn | 0002-9556 | - |
| dc.identifier.uri | https://olympias.lib.uoi.gr/jspui/handle/123456789/17913 | - |
| dc.rights | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών Αγωγής. Παιδαγωγικό Τμήμα Νηπιαγωγών | - |
| dc.subject | adolescent | en |
| dc.subject | affect | en |
| dc.subject | article | en |
| dc.subject | cognition | en |
| dc.subject | comparative study | en |
| dc.subject | female | en |
| dc.subject | human | en |
| dc.subject | male | en |
| dc.subject | mathematics | en |
| dc.subject | school | en |
| dc.subject | task performance | en |
| dc.subject | Humans | en |
| dc.subject | Schools | en |
| dc.subject | Task Performance and Analysis | en |
| dc.title | Effects of cognitive ability and affect on school mathematics performance and feelings of difficulty | en |
| heal.type | journalArticle | - |
| heal.type.en | Journal article | en |
| heal.type.el | Άρθρο Περιοδικού | el |
| heal.identifier.secondary | http://www.scopus.com/inward/record.url?eid=2-s2.0-0031157630&partnerID=40&md5=af515eb78dda131cb4fe437916cb4c7b | - |
| heal.access | campus | - |
| heal.recordProvider | Πανεπιστήμιο Ιωαννίνων. Σχολή Επιστημών και Τεχνολογιών. Τμήμα Βιολογικών Εφαρμογών και Τεχνολογιών | el |
| heal.publicationDate | 1997 | - |
| heal.abstract | Research on cognitive ability and affect has indicated that both of them may function at various levels of generality (LG). This study aimed to investigate the possible effects of LG on school mathematics performance and related feelings of difficulty. Two hundred forty-three students of seventh, eighth, and ninth grades of both genders participated in the study. They were tested with cognitive ability tasks, affective questionnaires, and two school mathematics batteries. The difficulty of each of the school mathematics task was also rated on a 4-point scale. The two school mathematics batteries and affective questionnaires were re-administered 1 year after the first testing. Rates of difficulty were also taken. Path analysis showed that performance was mainly influenced by cognitive ability factors, whereas feelings of difficulty were influenced by performance, cognitive ability, and affective factors. The long-term relations between cognitive and affective factors are discussed. | en |
| heal.journalName | American Journal of Psychology | en |
| heal.journalType | peer-reviewed | - |
| heal.fullTextAvailability | TRUE | - |
| Appears in Collections: | Άρθρα σε επιστημονικά περιοδικά ( Ανοικτά) | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| Παπαντωνιου-1997-effects of cognitive.pdf | 79.83 kB | Adobe PDF | View/Open Request a copy |
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