Perceived teacher factors in relation to students’ achievementrelated outcomes in science classrooms in elementary school
European Journal of Science and Mathematics EducationCilt 2015/3, Sayı 2
The purpose of the current study was to investigate the roles that perceived teacher affective support (PTAS), perceived teacher mastery goal orientation (PTMGO), academic emotions, self‐efficacy and behavioural engagement play on students’ science achievement in elementary school science classrooms. The …