From scaffolding to success: How instructor pedagogical support and collaborative classroom interaction drive scholastic motivation in programming education
- DOI
- 10.1016/j.actpsy.2025.105289
- Published
- 2025-09
- Container
- Acta Psychologica
- Publisher
- Elsevier BV
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.1016/j.actpsy.2025.105289,
title = {From scaffolding to success: How instructor pedagogical support and collaborative classroom interaction drive scholastic motivation in programming education},
author = {Hao Yu and Yinxian Chen and Irwan Mahazir bin Ismail},
year = {2025},
journal = {Acta Psychologica},
doi = {10.1016/j.actpsy.2025.105289},
url = {https://doi.org/10.1016/j.actpsy.2025.105289}
}RIS
TY - JOUR TI - From scaffolding to success: How instructor pedagogical support and collaborative classroom interaction drive scholastic motivation in programming education AU - Hao Yu AU - Yinxian Chen AU - Irwan Mahazir bin Ismail PY - 2025 JO - Acta Psychologica DO - 10.1016/j.actpsy.2025.105289 UR - https://doi.org/10.1016/j.actpsy.2025.105289 ER -
APA
Yu, H., Chen, Y., & Ismail, I. M. B. (2025). From scaffolding to success: How instructor pedagogical support and collaborative classroom interaction drive scholastic motivation in programming education. Acta Psychologica. https://doi.org/10.1016/j.actpsy.2025.105289
Source records
- crossref · retrieved 2026-09-25T12:21:26.463Z