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Publikation Nr. 3378 - Details

Learning from errors in the math class: Associations with students’ affective-motivational self-regulation, attributions, and adaptive learning actions. 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..	Vortrag

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.

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