CapítuloDescarga libreInglés
The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic
Xiantong YangiD (se abre en una pestaña nueva); Mengmeng ZhangiD (se abre en una pestaña nueva); Lingqiang Kong; Qiang WangiD (se abre en una pestaña nueva); Jon‐Chao HongiD (se abre en una pestaña nueva)
- Año
- 2020
- Revista / colección
- Journal of Science Education and Technology
- Editorial / institución
- Springer Science+Business Media
- DOI
- 10.1007/s10956-020-09877-x (se abre en una pestaña nueva)
- ISSN
- 1059-0145, 1573-1839
- Licencia
- Licencia no declarada
- Citas
- 113
Áreas y palabras clave
Psicología clínica y psicoterapiaEducación y psicopedagogíaPsicología organizacional y del trabajocognitive anxietypublic engagement with scienceschool disruptionCOVID-19 pandemicgame-based learningmobile learningcognitive engagementemotional engagementbehavioral engagementsocial engagementcommunity of inquiryDevelopmental and Educational PsychologyExperimental and Cognitive PsychologyInformation Systems
Cómo citar (APA 7)
Yang, X., Zhang, M., Kong, L., Wang, Q., & Hong, J. (2020). The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic. Springer Science+Business Media. https://doi.org/10.1007/s10956-020-09877-x