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The influence of teacher-student relationships and feedback on students' engagement with learning /
This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author's research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the tea...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newcastle upon Tyne :
Cambridge Scholars Publishing,
2017.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Wood, Roger, |d 1968- |e author. |1 https://id.oclc.org/worldcat/entity/E39PCjFyVvWfWM7jKBcBXwPmMK | |
| 245 | 1 | 4 | |a The influence of teacher-student relationships and feedback on students' engagement with learning / |c by Roger Wood. |
| 264 | 1 | |a Newcastle upon Tyne : |b Cambridge Scholars Publishing, |c 2017. | |
| 300 | |a 1 online resource (xv, 1 unnumbered page, 349 pages) : |b illustrations, 1 portrait | ||
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| 504 | |a Includes bibliographical references (pages 295-339) and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author's research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students' perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students' motivation to engage with learning activities. The first is that perceived competence is informed by and recipro. | ||
| 505 | 0 | |a General introduction -- Student engagement through self-determination theory : a literature review -- The investigation of a potential hierarchy of needs within self-determination theory -- A school-based investigation of the interplay between SDT constructs and the impact of such upon students' engagement with learning : stage one -- questionnaires -- Stage two of the school-based study : focus group interviews -- Triangulation of the three claims to knowledge regarding students' motivated engagement with learning activities -- General discussion -- Conclusions. | |
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 590 | |a eBooks on EBSCOhost |b EBSCO eBook Subscription Academic Collection - Worldwide | ||
| 650 | 0 | |a Teacher-student relationships. | |
| 650 | 0 | |a Communication in education. | |
| 650 | 6 | |a Communication en éducation. | |
| 650 | 7 | |a Education. |2 bicssc | |
| 650 | 7 | |a Educational psychology. |2 bicssc | |
| 650 | 7 | |a Child & developmental psychology. |2 bicssc | |
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| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Communication in education |2 fast | |
| 650 | 7 | |a Teacher-student relationships |2 fast | |
| 758 | |i has work: |a The influence of teacher-student relationships and feedback on students' engagement with learning (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFMP8Y9px7QFkfcTWCy7xP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Wood, Roger, 1968- |t Influence of teacher-student relationships and feedback on students' engagement with learning. |d Newcastle upon Tyne : Cambridge Scholars Publishing, 2017 |z 9781527503007 |w (OCoLC)1015939920 |
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