Elizabeth L Leo
Biographic Data
| ID | 5707247 |
|---|---|
| NAME | Elizabeth L Leo |
| GIVEN NAMES | Elizabeth L |
| FAMILY NAME | Leo |
| SIGNATURE | LEO E L |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 1996 |
| H-INDEX | 1 |
Maladaptive motivational style
This study is concerned with the differences in the prevalence of maladaptive motivational styles in a school population in aspects of two National Curriculum core subjects: English and mathematics. Using a curriculum‐based adaptation of procedures devised by Craske (1988), all pupils in Years 7,9 and 11 of two secondary schools, and all pupils in Year 6 of 11 of their feeder primary schools, were categorised into one of three motivational styles…
Motivational styles in English and mathematics among children identified as having special educational needs
This study is concerned with the identification, development and prevalence of three different motivational styles: learned helplessness, self‐worth motivation and mastery orientation in two National Curriculum core subjects: English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 chil…
Maladaptive motivational style
This study is concerned with the differences in the prevalence of maladaptive motivational styles in a school population in aspects of two National Curriculum core subjects: English and mathematics. Using a curriculum‐based adaptation of procedures devised by Craske (1988), all pupils in Years 7,9 and 11 of two secondary schools, and all pupils in Year 6 of 11 of their feeder primary schools, were categorised into one of three motivational styles…
Motivational styles in English and mathematics among children identified as having special educational needs
This study is concerned with the identification, development and prevalence of three different motivational styles: learned helplessness, self‐worth motivation and mastery orientation in two National Curriculum core subjects: English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 chil…
Motivational styles in English and mathematics among children identified as having special educational needs
This study is concerned with the identification, development and prevalence of three different motivational styles: learned helplessness, self‐worth motivation and mastery orientation in two National Curriculum core subjects: English and mathematics. These three motivational styles are concerned with the ways in which children respond in the face of difficult and challenging educational tasks. Using Craske's (1988) procedures, a total of 437 chil…
Maladaptive motivational style
This study is concerned with the differences in the prevalence of maladaptive motivational styles in a school population in aspects of two National Curriculum core subjects: English and mathematics. Using a curriculum‐based adaptation of procedures devised by Craske (1988), all pupils in Years 7,9 and 11 of two secondary schools, and all pupils in Year 6 of 11 of their feeder primary schools, were categorised into one of three motivational styles…
Curriculum (2 works) · Developmental psychology (2 works) · Education, Achievement, and Giftedness (2 works) · Learned helplessness (2 works) · Need for achievement (2 works) · Pedagogy (2 works) · Psychology (2 works) · Social Psychology (2 works) · Style (visual arts) (2 works) · Cognition (1 work)