- Location
-
Deutsche Nationalbibliothek Frankfurt am Main
- Extent
-
1 Online-Ressource.
- Language
-
Englisch
- Bibliographic citation
-
Achievement emotions predict transfer student academic success ; day:21 ; month:11 ; year:2023 ; pages:1-28
Social psychology of education ; (21.11.2023), 1-28
- Classification
-
Erziehung, Schul- und Bildungswesen
- Creator
-
Turnquest, Krysti N.
Fan, Weihua
Snodgrass Rangel, Virginia
Dyer, Nazly
Master, Allison
- Contributor
-
SpringerLink (Online service)
- DOI
-
10.1007/s11218-023-09858-z
- URN
-
urn:nbn:de:101:1-2024020908114601811934
- Rights
-
Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
15.08.2025, 7:27 AM CEST
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Turnquest, Krysti N.
- Fan, Weihua
- Snodgrass Rangel, Virginia
- Dyer, Nazly
- Master, Allison
- SpringerLink (Online service)
Other Objects (12)
Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement
Perceived academic control and academic emotions predict undergraduate university student success: examining effects on dropout intention and achievement
The relevance of perceived academic control and achievement emotions for undergraduate academic success
Using Validated Measures of High School Academic Achievement to Predict University Success
Do university entrance exams predict academic achievement?
Activity achievement emotions and academic performance: a meta-analysis
Academic achievement
Academic achievement
Mediating role of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement
Student adaptability, emotions, and achievement: navigating new academic terrains in a global crisis
Associations between friends, academic emotions and achievement: individual differences in enjoyment and boredom
Domain Specificity of Achievement Emotions
Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement
Perceived academic control and academic emotions predict undergraduate university student success: examining effects on dropout intention and achievement
The relevance of perceived academic control and achievement emotions for undergraduate academic success
Using Validated Measures of High School Academic Achievement to Predict University Success
Do university entrance exams predict academic achievement?
Activity achievement emotions and academic performance: a meta-analysis
Academic achievement
Academic achievement
Mediating role of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement
Student adaptability, emotions, and achievement: navigating new academic terrains in a global crisis
Associations between friends, academic emotions and achievement: individual differences in enjoyment and boredom
Domain Specificity of Achievement Emotions
Perceived Academic Control and Academic Emotions Predict Undergraduate University Student Success: Examining Effects on Dropout Intention and Achievement
Perceived academic control and academic emotions predict undergraduate university student success: examining effects on dropout intention and achievement
The relevance of perceived academic control and achievement emotions for undergraduate academic success
Using Validated Measures of High School Academic Achievement to Predict University Success
Do university entrance exams predict academic achievement?
Activity achievement emotions and academic performance: a meta-analysis
Academic achievement
Academic achievement
Mediating role of academic self-efficacy and academic emotions in the relationship between teacher support and academic achievement
Student adaptability, emotions, and achievement: navigating new academic terrains in a global crisis
Associations between friends, academic emotions and achievement: individual differences in enjoyment and boredom