Cornelis M Van Putten
Biographic Data
| ID | 2746389 |
|---|---|
| NAME | Cornelis M Van Putten |
| GIVEN NAMES | Cornelis M |
| FAMILY NAME | Van Putten |
| SIGNATURE | VAN PUTTEN C M |
| AFFILIATIONS | Leiden University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2002 |
| H-INDEX | 1 |
Goal orientation, perceived task outcome and task demands in mathematics tasks
Background: In earlier studies, it has been found that students' domain-specific cognitions and personal learning goals (goal orientation) influence task-specific appraisals of actual learning tasks. The relations between domain-specific and task-specific variables have been specified in the model of adaptive learning. In this study, additional influences, i.e., perceived task outcome on a former occasion and variations in task demands, were inve…
Students’ and teachers’ cognitions about good teachers
Background. Good teachers have been studied ever since Plato described how Socrates taught by asking questions of his audience. Recent findings shed light on two characteristics of good teachers: their personality and their ability. However, more attention has been paid to teachers’ practices and opinions than to students’ views. Aims. The study reported here attempted to deepen our understanding of what students think about good teachers. Sample…
Students’ and teachers’ cognitions about good teachers
Background. Good teachers have been studied ever since Plato described how Socrates taught by asking questions of his audience. Recent findings shed light on two characteristics of good teachers: their personality and their ability. However, more attention has been paid to teachers’ practices and opinions than to students’ views. Aims. The study reported here attempted to deepen our understanding of what students think about good teachers. Sample…
Goal orientation, perceived task outcome and task demands in mathematics tasks
Background: In earlier studies, it has been found that students' domain-specific cognitions and personal learning goals (goal orientation) influence task-specific appraisals of actual learning tasks. The relations between domain-specific and task-specific variables have been specified in the model of adaptive learning. In this study, additional influences, i.e., perceived task outcome on a former occasion and variations in task demands, were inve…
Students’ and teachers’ cognitions about good teachers
Background. Good teachers have been studied ever since Plato described how Socrates taught by asking questions of his audience. Recent findings shed light on two characteristics of good teachers: their personality and their ability. However, more attention has been paid to teachers’ practices and opinions than to students’ views. Aims. The study reported here attempted to deepen our understanding of what students think about good teachers. Sample…
Goal orientation, perceived task outcome and task demands in mathematics tasks
Background: In earlier studies, it has been found that students' domain-specific cognitions and personal learning goals (goal orientation) influence task-specific appraisals of actual learning tasks. The relations between domain-specific and task-specific variables have been specified in the model of adaptive learning. In this study, additional influences, i.e., perceived task outcome on a former occasion and variations in task demands, were inve…
Cognition (2 works) · Psychology (2 works) · Social Psychology (2 works) · Cognitive psychology (1 work) · Competence (human resources) (1 work) · Computer Science (1 work) · Dimension (graph theory) (1 work) · Education, Achievement, and Giftedness (1 work) · Educational Philosophies and Pedagogies (1 work) · Form of the Good (1 work)