The Predictive Effect of Teachers’ Emotional Support on Chinese Undergraduate Students’ Online Learning Gains: An Examination of Self-determination Theory
Author:
Funder
National Planning Office of Philosophy and Social Science
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
https://link.springer.com/content/pdf/10.1007/s40299-023-00754-w.pdf
Reference58 articles.
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2. Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in Psychology, 12, 713057. https://doi.org/10.3389/fpsyg.2021.713057
3. Atkinson, J. W., & Litwin, G. H. (1960). Achievement motive and test anxiety conceived as motive to approach success and motive to avoid failure. The Journal of Abnormal and Social Psychology, 60(1), 52–63. https://doi.org/10.1037/h0041119
4. Barrot, J. S., Llenares, I. I., & del Rosario, L. S. (2021). Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Education and Information Technologies, 26, 7321–7338. https://doi.org/10.1007/s10639-021-10589-x
5. Biwer, F., Wiradhany, W., Egbrink, M. O., Hospers, H., & Bruin, A. D. (2021). Changes and adaptations: How university students self-regulate their online learning during the COVID-19 pandemic. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.642593
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