Identificador persistente para citar o vincular este elemento: http://hdl.handle.net/10553/35375
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dc.contributor.authorRuiz-Alfonso, Zuleicaen_US
dc.contributor.authorLeón, Jaimeen_US
dc.date.accessioned2018-04-13T13:04:39Z-
dc.date.available2018-04-13T13:04:39Z-
dc.date.issued2017en_US
dc.identifier.issn0361-476Xen_US
dc.identifier.urihttp://hdl.handle.net/10553/35375-
dc.description.abstractThe purpose of this study was to examine the relationship between teacher emphasis on the usefulness of class content and students’ harmonious passion, intrinsic motivation to learn, and math achievement in 1170 high school students. Data were analyzed using multilevel structural equation model and results showed support for the hypotheses tested. First, we found that harmonious students perceived passion and intrinsic motivation to learn as different constructs. Second, harmonious passion was positively associated with math achievement. Third, the relationship between harmonious passion and math performance was mediated by intrinsic motivation to learn. Fourth, teacher emphasis on class contents usefulness predicted students’ harmonious passion. Finally, findings were discussed in terms of their implications for educational practice and methodological suggestions for future research.en_US
dc.languageengen_US
dc.relation.ispartofContemporary Educational Psychologyen_US
dc.sourceContemporary Educational Psychology[ISSN 0361-476X],v. 51, p. 284-292en_US
dc.subject58 Pedagogíaen_US
dc.subject.otherMathematicsen_US
dc.subject.otherHarmonious passionen_US
dc.subject.otherTeaching qualityen_US
dc.subject.otherIntrinsic motivation to learnen_US
dc.titlePassion for math: Relationships between teachers’ emphasis on class contents usefulness, motivation and gradesen_US
dc.typeinfo:eu-repo/semantics/Articlees
dc.typeinfo:eu-repo/semantics/Articleen_US
dc.typeArticlees
dc.identifier.doi10.1016/j.cedpsych.2017.08.010
dc.identifier.scopus85028727785
dc.identifier.isi000416882800022-
dc.contributor.authorscopusid56709617500
dc.contributor.authorscopusid36186942700
dc.identifier.eissn1090-2384-
dc.description.lastpage292-
dc.description.firstpage284-
dc.relation.volume51-
dc.investigacionArtes y Humanidadesen_US
dc.type2Artículoen_US
dc.contributor.daisngid7365074
dc.contributor.daisngid2657129
dc.contributor.wosstandardWOS:Ruiz-Alfonso, Z
dc.contributor.wosstandardWOS:Leon, J
dc.date.coverdateOctubre 2017
dc.identifier.ulpgces
dc.description.sjr2,319
dc.description.jcr3,356
dc.description.sjrqQ1
dc.description.jcrqQ1
dc.description.ssciSSCI
dc.description.erihplusERIH PLUS
item.fulltextSin texto completo-
item.grantfulltextnone-
crisitem.author.deptGIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptIU de Análisis y Aplicaciones Textuales-
crisitem.author.deptGIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptIU de Análisis y Aplicaciones Textuales-
crisitem.author.deptDepartamento de Educación-
crisitem.author.orcid0000-0002-9587-4047-
crisitem.author.parentorgIU de Análisis y Aplicaciones Textuales-
crisitem.author.parentorgIU de Análisis y Aplicaciones Textuales-
crisitem.author.fullNameRuiz Alfonso,Zuleica-
crisitem.author.fullNameLeón González-Vélez, Jaime José-
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