Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement
Year: 2022
Type: article
Study design: Observational Study
Authors: Norman B. Mendoza, Zi Yan, Ronnel B. King
Institutions: Education University of Hong Kong, University of Hong Kong
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4280622065