Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students’ motivational orientations-Reference-Cited by-同舟云学术

Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students’ motivational orientations

Published:2016-08-17 Issue:1 Volume:29 Page:23-54
ISSN:1874-8597
Container-title:Educational Assessment, Evaluation and Accountability
language:en
Short-container-title:Educ Asse Eval Acc

Author:

Maag Merki Katharina,Oerke Britta

Funder

German Research Foundation

German states Bremen and Hesse

Publisher

Springer Science and Business Media LLC

Subject

Organizational Behavior and Human Resource Management,Education

Link

http://link.springer.com/content/pdf/10.1007/s11092-016-9244-y.pdf

Reference63 articles.

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2. Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261–278.

3. Au, W. (2007). High-stakes testing and curricular control: a qualitative metasynthesis. Educational Researcher, 36(5), 258–267.

4. Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman and Company.

5. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children’s aspirations and career trajectories. Child Development, 72, 187–206.

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