How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels

dc.contributor.author	García Fernández, Trinidad
dc.contributor.author	Rodríguez Pérez, Celestino
dc.contributor.author	Betts, L.
dc.contributor.author	Areces Martínez, Debora
dc.contributor.author	González Castro, María Paloma
dc.date.accessioned	2017-02-01T07:40:23Z
dc.date.available	2017-02-01T07:40:23Z
dc.date.issued	2016
dc.identifier.citation	Learning and Individual Differences, 49, p. 25-31 (2016); doi:10.1016/j.lindif.2016.05.021
dc.identifier.issn	1041-6080
dc.identifier.uri	http://hdl.handle.net/10651/39798
dc.description.sponsorship	Grants awarded to the authors from the Spanish Ministry of Science and Innovation (Ref.: EDU2010-19798) Project (FC-15-GRUPIN14-053) and the program “Severo Ochoa” of the Principality of Asturias (BP14- 030) supported this work.
dc.format.extent	p. 25-31
dc.language.iso	eng
dc.relation.ispartof	Learning and Individual Differences
dc.rights	©,
dc.source	Scopus
dc.source.uri	https://www.scopus.com/inward/record.uri?eid=2-s2.0-84971221665&partnerID=40&md5=218937d4ee3031698d9cf5d1fd17cc43
dc.title	How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels
dc.type	journal article
dc.identifier.doi	10.1016/j.lindif.2016.05.021
dc.relation.projectID	MICINN/FC-15-GRUPIN14-053
dc.relation.projectID	BP14- 030
dc.relation.publisherversion	http://dx.doi.org/10.1016/j.lindif.2016.05.021

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