• 文献检索
  • 文档翻译
  • 深度研究
  • 学术资讯
  • Suppr Zotero 插件Zotero 插件
  • 邀请有礼
  • 套餐&价格
  • 历史记录
应用&插件
Suppr Zotero 插件Zotero 插件浏览器插件Mac 客户端Windows 客户端微信小程序
定价
高级版会员购买积分包购买API积分包
服务
文献检索文档翻译深度研究API 文档MCP 服务
关于我们
关于 Suppr公司介绍联系我们用户协议隐私条款
关注我们

Suppr 超能文献

核心技术专利：CN118964589B侵权必究
粤ICP备2023148730 号-1Suppr @ 2026

文献检索

告别复杂PubMed语法，用中文像聊天一样搜索，搜遍4000万医学文献。AI智能推荐，让科研检索更轻松。

立即免费搜索

文件翻译

保留排版，准确专业，支持PDF/Word/PPT等文件格式，支持 12+语言互译。

免费翻译文档

深度研究

AI帮你快速写综述，25分钟生成高质量综述，智能提取关键信息，辅助科研写作。

立即免费体验

相似文献

1
The Interplay between Motivational, Affective Factors and Cognitive Factors in Learning: Editorial.学习中动机、情感因素与认知因素的相互作用：编者按
J Intell. 2024 Jul 19;12(7):68. doi: 10.3390/jintelligence12070068.
2
Motivational beliefs, cognitive engagement, and achievement in language and mathematics in elementary school children.动机信念、认知投入与小学生语文和数学成绩的关系。
Int J Psychol. 2007 Feb;42(1):2-15. doi: 10.1080/00207590500411179.
3
Motivational intensity and valence are married, but they are not the same person: Commentary on Campbell et al. (2021).动机强度和效价是结合在一起的，但它们不是同一个人：对坎贝尔等人（2021）的评论。
Emotion. 2024 Feb;24(1):291-298. doi: 10.1037/emo0001261.
4
Comparing teacher and student perspectives on the interplay of cognitive and motivational-affective student characteristics.比较教师和学生对认知和动机情感学生特征相互作用的看法。
PLoS One. 2018 Aug 15;13(8):e0200609. doi: 10.1371/journal.pone.0200609. eCollection 2018.
5
Sustained Flow: Affective Obsession in Second Language Learning.持续流动：二语学习中的情感痴迷
Front Psychol. 2020 Jan 22;10:2963. doi: 10.3389/fpsyg.2019.02963. eCollection 2019.
6
Incongruency effects in affective processing: automatic motivational counter-regulation or mismatch-induced salience?情感加工中的不一致效应：自动动机的反向调节还是不匹配引起的凸显性？
Cogn Emot. 2011 Apr;25(3):413-25. doi: 10.1080/02699931.2010.537075.
7
Affect and cognitive control: Insights from research on effort mobilization.情绪与认知控制：努力调动研究的新视角。
Int J Psychophysiol. 2019 Sep;143:116-125. doi: 10.1016/j.ijpsycho.2019.07.003. Epub 2019 Jul 11.
8
Cognitive-Perceptual-Affective-Motivational Dynamics During Incremental Workload Accounting for Exertion Tolerance.认知-感知-情感-动机动态变化在递增工作负荷中的体现，同时考虑了疲劳耐受度。
J Sport Exerc Psychol. 2021 Apr 1;43(2):178-190. doi: 10.1123/jsep.2020-0160. Epub 2021 Feb 25.
9
Does perceived teacher affective support matter for middle school students in mathematics classrooms?教师情感支持对中学生的数学课堂学习重要吗？
J Sch Psychol. 2012 Apr;50(2):235-55. doi: 10.1016/j.jsp.2011.10.005. Epub 2011 Nov 1.
10
Looking through goal theories in language learning: A review on goal setting and achievement goal theory.审视语言学习中的目标理论：关于目标设定与成就目标理论的综述
Front Psychol. 2023 Jan 5;13:1035223. doi: 10.3389/fpsyg.2022.1035223. eCollection 2022.

本文引用的文献

1
Anxiety about Mathematics and Reading in Preadolescents Is Domain-Specific.青春期前儿童对数学和阅读的焦虑具有领域特异性。
J Intell. 2024 Jan 29;12(2):14. doi: 10.3390/jintelligence12020014.
2
Basic Symbolic Number Skills, but Not Formal Mathematics Performance, Longitudinally Predict Mathematics Anxiety in the First Years of Primary School.基本的符号数字技能，而非形式数学成绩，能纵向预测小学低年级阶段的数学焦虑。
J Intell. 2023 Nov 1;11(11):211. doi: 10.3390/jintelligence11110211.
3
Towards an Integrative Model of Math Cognition: Interactions between Working Memory and Emotions in Explaining Children's Math Performance.迈向数学认知的综合模型：工作记忆与情绪在解释儿童数学表现中的相互作用
J Intell. 2023 Jul 7;11(7):136. doi: 10.3390/jintelligence11070136.
4
Testing the Reciprocal Effect between Value of Education, Time Investment, and Academic Achievement in a Large Non-Western Sample.在一个大型非西方样本中测试教育价值、时间投入和学业成绩之间的相互影响。
J Intell. 2023 Jul 4;11(7):133. doi: 10.3390/jintelligence11070133.
5
Patterns of the Satisfaction and Frustration of Psychological Needs and Their Associations with Adolescent Students' School Affect, Burnout, and Achievement.青少年学生心理需求的满足与挫折模式及其与学校情感、倦怠和成绩的关联
J Intell. 2023 Jun 3;11(6):111. doi: 10.3390/jintelligence11060111.
6
How to Continue? New Approaches to Investigating the Effects of Adaptive Math Learning Programs on Students' Performance, Self-Concept, and Anxiety.如何继续？研究适应性数学学习计划对学生成绩、自我概念和焦虑影响的新方法。
J Intell. 2023 Jun 1;11(6):108. doi: 10.3390/jintelligence11060108.
7
Raven's Standard Progressive Matrices for Adolescents: A Case for a Shortened Version.青少年版瑞文标准渐进矩阵测验：关于缩减版的一个实例
J Intell. 2023 Apr 13;11(4):72. doi: 10.3390/jintelligence11040072.
8
Academic Buoyancy: Overcoming Test Anxiety and Setbacks.学业适应力：克服考试焦虑与挫折
J Intell. 2023 Feb 21;11(3):42. doi: 10.3390/jintelligence11030042.
9
Risky business: Correlation and causation in longitudinal studies of skill development.高风险的事业：技能发展的纵向研究中的相关性和因果关系。
Am Psychol. 2018 Jan;73(1):81-94. doi: 10.1037/amp0000146.
10
Parent-child math anxiety and math-gender stereotypes predict adolescents' math education outcomes.亲子数学焦虑和数学性别刻板印象可预测青少年的数学教育成果。
Front Psychol. 2015 Nov 3;6:1597. doi: 10.3389/fpsyg.2015.01597. eCollection 2015.

学习中动机、情感因素与认知因素的相互作用：编者按

The Interplay between Motivational, Affective Factors and Cognitive Factors in Learning: Editorial.

作者信息

Jansen Brenda R J

机构信息

Department of Psychology, University of Amsterdam, 1018 WS Amsterdam, The Netherlands.

出版信息

J Intell. 2024 Jul 19;12(7):68. doi: 10.3390/jintelligence12070068.

DOI:10.3390/jintelligence12070068
PMID:39057188
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11278193/
Abstract

Academic success is assumed to be both the start and outcome of a cycle in which affect, motivation, and effort strengthen each other (Vu et al [...].

摘要

学业成功被认为是一个循环的起点和结果，在这个循环中，情感、动机和努力相互强化（武等人[……]）