How (de)motivating teaching styles shape message framing outcomes on students’ self-efficacy, emotions, and grades-Reference-Cited by-同舟云学术

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How (de)motivating teaching styles shape message framing outcomes on students’ self-efficacy, emotions, and grades

Published:2024-02 Issue: Volume:110 Page:102420
ISSN:1041-6080
Container-title:Learning and Individual Differences
language:en
Short-container-title:Learning and Individual Differences

Author:

Santana-Monagas Elisa^ORCID,da Costa Ferreira Paula^ORCID,Veiga Simão Ana Margarida^ORCID,Núñez Juan L.^ORCID

Funder

European Social Fund Plus

Gobierno de Canarias Agencia Canaria de Investigacion Innovacion y Sociedad de la Informacion

Publisher

Elsevier BV

Reference94 articles.

1. Toward an integrative and fine-grained insight in motivating and demotivating teaching styles: The merits of a circumplex approach;Aelterman;Journal of Educational Psychology,2019

2. Emotions, self-regulated learning, and achievement in mathematics: A growth curve analysis;Ahmed;Journal of Educational Psychology,2013

3. Why good is more alike than bad: Processing implications;Alves;Trends in Cognitive Sciences,2017

4. Exploring the complex relations between achievement emotions and self-regulated learning behaviors in online learning;Artino;Internet and Higher Education,2012

5. Toward a psychology of human agency;Bandura;Perspectives on Psychological Science,2006

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance;Teaching and Teacher Education;2024-12

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