Young children’s motivational frameworks and math achievement: Relation to teacher-reported instructional practices, but not teacher theory of intelligence

Journal of Educational Psychology (2016) - Comment
doi: 10.1037/edu0000064 issn: 1939-2176 issn: 0022-0663

Daeun Park, Elizabeth A. Gunderson, Eli Tsukayama, Susan C. Levine, Sian L. Beilock