Materials Similar to Meta-affective learning in an introductory physics course
- 68%: Attitudes about science and conceptual physics learning in university introductory physics courses
- 67%: Student experiences in traditional and active learning classrooms in introductory physics courses
- 63%: How learning environment predicts male and female students’ physics motivational beliefs in introductory physics courses
- 58%: How social-media and web-accessible learning resources influence students’ experiences in a quantum physics course: A case study
- 57%: Correlating student interest and high school preparation with learning and performance in an introductory university physics course
- 56%: How the learning environment predicts male and female students’ motivational beliefs in algebra-based introductory physics courses
- 55%: Investigating the role of prior preparation and self-efficacy on female and male students’ introductory physics course achievements
- 54%: Student effort expectations and their learning in first-year introductory physics: A case study in Thailand
- 54%: Expectancy Violation in Traditional and Studio-mode Introductory Physics Courses
- 54%: Motivational characteristics of underrepresented ethnic and racial minority students in introductory physics courses
- 54%: Text Mining Online Discussions in an Introductory Physics Course
- 54%: Investigation of male and female students’ motivational characteristics throughout an introductory physics course sequence
- 54%: Learning goals and perceived irrelevance to major within life science majors in introductory physics
- 54%: Analysis of student perceptions of classroom structure, belongingness, and motivation in an introductory physics course
- 53%: Professors' and students' conceptualizations of the learning task in introductory physics courses
- 53%: What Factors Really Influence Shifts in Students' Attitudes and Expectations in an Introductory Physics Course?
- 53%: Student Perceptions of an Introductory Laboratory Course
- 53%: Sex differences in physics learning and evaluations in an introductory course
- 52%: Student Epistemologies in Project-based Learning Courses
