1111-動機與激勵研究-13003

報名期間：從 即日起 到 無限期
上課期間：從 2022-09-01 到 2023-02-24

• Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement 1008
• The temporal stability and predictive validity of pupils' causal attributions for difficult classroom behaviour1019
• A 3 × 2 achievement goal model 1116
• Primary and secondary students’ motivation in learning English Grade and gender differences 0928
• Agency as a fourth aspect of students engagement during learning activities 1102
• Clarifying mastery-avoidance goals in high school Distinguishing between intrapersonal and task-based standards of competence 1116
• Sources of self-efficacy An investigation of elementary school students in France1102
• Student engagement with science in early adolescence The contribution of enjoyment to students continuing interest in learning about science 1130
• Students’ attributions for their best and worst marksDo they relate to achievement 1019
• Why seeking help from teammates is a blessing and a curse A theory of help seeking and individual creativity in team contexts 1228
• LINKING EMPOWERING LEADERSHIP AND EMPLOYEE CREATIVITY THE INFLUENCE OF PSYCHOLOGICAL EMPOWERMENT, INTRINSIC MOTIVATION, AND CREATIVE PROCESS ENGAGEMENT(creativity)
• Gender, Values, and Occupational Interests Among Children, Adolescents, and Adults 1130
• Why grades engender performanceavoidance goals The mediating role of autonomous motivation 1116
• The Necessity of Others is the Mother of Invention Intrinsic and Prosocial Motivations, Perspective Taking, and Creativity
• Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement
• Personal best (PB) goal structure, individual PBgoals, engagement, and achievement
• Student Movement in Social Context
• Toward an Integration of Goal Setting Theory and the Automaticity Model
• Truths About Beauty and Goodness
• Achievement goals and emotions The mediational roles of perceived progress, control, and value
• Considering Students’perceive of attribution process
• Crafting your Career How Career Competencies Relate to Career Success via Job Crafting
• Effects of Extracurricular Participation During Middle School on Academic Motivation and Achievement at Grade 9
• Fostering early adolescents’ motivation
• Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement
• Considering Students’perceive of attribution process
• Effects of Extracurricular Participation During Middle School on Academic Motivation and Achievement at Grade 9
• Fostering early adolescents’ motivation
• How situational is situational interest Investigating the longitudinal
• Multidimensional motivation and engagement for
• Perceived Parental Control and Chinese Middle School Adolescents’
• Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement
• Personal best (PB) goal structure, individual PBgoals, engagement, and achievement
• STEM Motivation Interventions for Adolescents
• Social Influences on Interest
• Student Movement in Social Context
• Supporting Learners' Agentic Engagement With Feedback
• Teacher interests, mastery goals, and self-efficacy as predictors of
• Toward an Integration of Goal Setting Theory and the Automaticity Model
• When belief precedes being How attitudes and motivation before matriculation lead to fit and academic performance
• interest engagement autonomy support
• A-cross-classified-path-analysis-of-the-self-determinatio_2020_Contemporary-
• Academic-motivation-theories-revisited--An-interactive-dia_2020_Contemporary
• Breaking-the-vicious-cycle-of-language-anxiety--Growth-l_2020_Contemporary-E
• Crafting your Career How Career Competencies Relate to Career Success via Job Crafting
• Direct-and-indirect-effects-of-executive-functions--reading-_2020_Contempora
• Promoting-transcription-in-third-grade-classrooms--Effe_2020_Contemporary-Ed
• Race-reimaging-educational-psychology-research--Inves_2020_Contemporary-Educ
• Students--problem-behaviors-and-teachers--warmth-and-dem_2020_Contemporary-E
• Teachers--self-efficacy-beliefs-for-teaching-math--R_2020_Contemporary-Educa
• The-developmental-trajectories-of-mathematics-anxiety_2020_Contemporary-Educ
• The-dynamic-roles-of-cognitive-reappraisal-and-self-regu_2020_Contemporary-E
• The-influence-of-perceptually-rich-manipulatives-and-c_2020_Contemporary-Edu
• The-origins--evolution--and-future-directions-of_2020_Contemporary-Education
• Theories-of-motivation--Integration-and-wa_2020_Contemporary-Educational-Psy
• Toward an Integration of Goal Setting Theory and the Automaticity Model
• Where-do-we-go-from-here-in-academic-motivation-theory-_2020_Contemporary-Ed
• Profiles of motivational beliefs in math
• Anticipated temporal landmarks undermine motivation for continued goal pursuit
• Syllabus 2022MOTIVATION (intrim) 教創
• Syllabus 2022 MOTIVATION (PRE) (2)
• An-attributional-theory-of-motivatio_2020_Contemporary-Educational-Psycholog
• Teachers’ experiences social emotional engagement–knowledge and skills
• Teacher–student relationships and students’ engagement in high school
• The elusive links between teachers teaching related emotions motivations and self regulation and students educational outcomes
• Toward an Integration of Goal Setting Theory and the Automaticity Model
• Design based research What it is and why it matters to studying online learning
• Factor Retention in Explorarary FActor Analysis
• Identifying Reciprocities in School Motivation Research
• Teachers’ experiences social emotional engagement–knowledge and skills
• Teacher–student relationships and students’ engagement in high school
• The elusive links between teachers teaching related emotions motivations and self regulation and students educational outcomes
• Toward an Integration of Goal Setting Theory and the Automaticity Model
• 簡報1
• DATA