Adjustment and acceptance beliefs in achievement settings: Implications for student wellbeing.

Parker, Patti C; Perry, Raymond P; Chipperfield, Judith G; Hamm, Jeremy M; Daniels, Lia M; Dryden, Robert P

Parker, Patti C; Perry, Raymond P; Chipperfield, Judith G; Hamm, Jeremy M; Daniels, Lia M; Dryden, Robert P.

Afiliação

Parker PC; Department of Psychology, Thompson Rivers University, Kamloops, British Columbia, Canada.
Perry RP; Department of Psychology, University of Manitoba, Winnipeg, Manitoba, Canada.
Chipperfield JG; Department of Psychology, University of Manitoba, Winnipeg, Manitoba, Canada.
Hamm JM; Department of Psychology, North Dakota State University, Fargo, North Dakota USA.
Daniels LM; Department of Educational Psychology, University of Alberta, Edmonton, Alberta Canada.
Dryden RP; Department of Psychology, University of Manitoba, Winnipeg, Manitoba, Canada.

Soc Psychol Educ ; 25(5): 1031-1049, 2022.

Article em En | MEDLINE | ID: mdl-35996464

Palavras-chave

Achievement; Learning-related emotions; Perceived control; Perceived stress; Secondary control

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Tipo de estudo: Observational_studies / Prognostic_studies / Risk_factors_studies Idioma: En Ano de publicação: 2022 Tipo de documento: Article

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