Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France
- DOI
- 10.1016/j.cedpsych.2016.02.001
- Published
- 2016-01
- Container
- Contemporary Educational Psychology
- Publisher
- Elsevier BV
- Open access
- unknown
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Cite this work
BibTeX
@article{allodium:10.1016/j.cedpsych.2016.02.001,
title = {Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France},
author = {Nadia Leroy and Pascal Bressoux},
year = {2016},
journal = {Contemporary Educational Psychology},
doi = {10.1016/j.cedpsych.2016.02.001},
url = {https://doi.org/10.1016/j.cedpsych.2016.02.001}
}RIS
TY - JOUR TI - Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France AU - Nadia Leroy AU - Pascal Bressoux PY - 2016 JO - Contemporary Educational Psychology DO - 10.1016/j.cedpsych.2016.02.001 UR - https://doi.org/10.1016/j.cedpsych.2016.02.001 ER -
APA
Leroy, N., & Bressoux, P. (2016). Does amotivation matter more than motivation in predicting mathematics learning gains? A longitudinal study of sixth-grade students in France. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2016.02.001
Source records
- crossref · retrieved 2026-09-25T02:16:18.953Z