Non-cognitive factors of educational achievement : motivation and anxiety
Educational achievement has traditionally been closely associated with general cognitive ability (g). Although g explains a substantial portion of variance in educational attainment, several non-cognitive factors have been found to relate to achievement beyond g. The present thesis focuses on explor...
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Goldsmiths College (University of London)
2017
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| Online Access: | http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712715 |