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  1. The Relationship Between Emotional Intelligence, Study Orientation in Mathematics and the Mathematics Achievement of the Middle Adolescent

    The Relationship Between Emotional Intelligence, Study Orientation in Mathematics and the Mathematics Achievement of the Middle Adolescent

    Item type: Journal Article • Journal: Journal of Psychology in Africa • Authors: Jacobus G. Maree --- University of Pretoria, Lizelle Fletcher --- University of Pretoria, Petro Erasmus --- North West University,
    This article describes the extent to which emotional intelligence and study orientation predict the mathematics achievement of middle adolescents. Altogether 435 learners in Grades 9 and 11 from three high schools in the Mafikeng region completed the Bar-On EQ-i: YV™...
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  2. Educational Ideas and Lessons Learnt

    Educational Ideas and Lessons Learnt

    Item type: Journal Article • Journal: South African Family Practice • Authors: G Morris --- Nelson Mandela Medical School, M Van Rooyen --- University of Pretoria, C Van Deventer --- University of Witwatersrand, HH Conradie --- University of Stellenbosch, SAH Moosa --- University of Witwatersrand, S Smith --- University of Pretoria, A Derese --- Centre for Education Development, Department of Family Medicine and Primary Health Care, Faculty of Medicine and Health Sciences, J De Maeseneer --- Head of Department of Family Medicine and Primary Health Care,
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  3. Self-regulated learning among teacher education students: Motivational beliefs influence on the use of metacognition

    Self-regulated learning among teacher education students: Motivational beliefs influence on the use of metacognition

    Item type: Journal Article • Journal: Journal of Psychology in Africa • Authors: Charles Magoba Muwonge --- Department of Educational Foundations and Psychology, Uganda Ulrich Schiefele --- Department of Educational Sciences, Germany Joseph Ssenyonga --- Department of Educational Foundations and Psychology, Uganda Henry Kibedi --- Department of Psychology, Uganda
    In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven...
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