Attribution—Affect relationships following classroom performance

Attribution-Affect Relationships following Classroom Performance JAMES H. MCMILLAN AND DONELSON

Two studies that examine distinct affect-attribution linkages in the context of an actual examination are reported. The results provide partial support for Weiner’s model but also suggest that attributions are related to positive affect when the attributions are associated with the potential of satisfactory performance. That is, attributions generate positive affect to the extent that such attr...

The Relationships between Perception of Classroom Environment and Academic Teacher-Regulation with Academic Performance through Self-Regulation Learning

Introduction: Success in learning is influenced by the learning environment. The purpose of this study was to investigate the relationships between perception of classroom environment and academic teacher-regulation with academic performance through self-regulation learning in sixth grade elementary students. Methods: The design of this research was a correlation model with a structural equatio...

Relationships following Neurological Conditions.

Implementing Performance Assessment in the Classroom

roponents of assessment reform and advocates for performance-based assessments as important components of broader educational change readily acknowledge the shortcomings of testdriven reforms in the past. Indeed, a now familiar litany of unintended negative side effects of high-stakes uses of standardized tests generally accompanies calls for moving to a performance-based assessment system. WYT...

Cost Performance Estimating Relationships