Teacher motivation: Implications for instruction and learning. Introduction to the special issue

被引：13

作者：

Lazarides, Rebecca ^{[1
]}

Schiefele, Ulrich ^{[1
]}

机构：

[1] Univ Potsdam, Potsdam, Germany

来源：

LEARNING AND INSTRUCTION | 2021年 / 76卷

关键词：

D O I：

10.1016/j.learninstruc.2021.101543

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页数：3

共 23 条

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[2] Do teachers' achievement goals and self-efficacy beliefs matter for students' learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences [J].

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Hein, Julia ;

Rinas, Raven ;

Dickhauser, Oliver ;

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LEARNING AND INSTRUCTION, 2021, 76

[3] Less direct than you thought: Do teachers transmit math value to students through their cognitive support for understanding? [J].

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Rubach, Charlott ;

Safavian, Nayssan ;

Karabenick, Stuart A. ;

Eccles, Jacquelynne S. .

LEARNING AND INSTRUCTION, 2021, 76

[4] From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation [J].

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[5] Defining and assessing professional competence [J].

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[6]

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[7] Revision of achievement goal theory: Necessary and illuminating [J].

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JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2002, 94 (03) :638-645

[8] Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics [J].

Holzberger, Doris ;

Prestele, Elisabeth .

LEARNING AND INSTRUCTION, 2021, 76

[9]

Hoy W.K., 2009, Handbook of motivation at school, P627, DOI DOI 10.1016/J.TATE.2005.01.007

[10]

Kunter M., 2011, Professionelle Kompetenz von Lehrkraften. Ergebnisse des Forschungsprogramms COACTIV

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