The effects of teachers’ perceptions of community-based teamwork on intrinsic motivation and classroom adjustment-Reference-Cited by-同舟云学术

The effects of teachers’ perceptions of community-based teamwork on intrinsic motivation and classroom adjustment

Published:2022 Issue:4 Volume:93 Page:300-310
ISSN:0021-5236
Container-title:The Japanese journal of psychology
language:en
Short-container-title:The Japanese journal of psychology

Author:

Yoshida Takuya¹,Yoshizawa Hiroyuki²,Asano Ryosuke³,Tamai Ryuichi⁴

Affiliation:

1. Gifu Shotoku Gakuen University

2. Gifu University

3. Kurume University

4. University of Tübingen

Publisher

The Japanese Psychological Association

Subject

General Psychology

Link

https://www.jstage.jst.go.jp/article/jjpsy/93/4/93_93.20058/_pdf

Reference47 articles.

1. Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211-229. https://doi.org/10.1016/j.jsp.2006.02.002

2. ベネッセ教育総合研究所（2013）．学校教育に対する保護者の意識調査2012　Retrieved from https://berd.benesse.jp/up_images/research/all.pdf（2021年12月11日）

3. Bieg, S., Backes, S., & Mittag, W. (2011). The role of intrinsic motivation for teaching, teachersʼ care and autonomy support in studentsʼ self-determined motivation. Journal for Educational Research Online, 3, 122-140.

4. Cerasoli, C. P., Nicklin, J. M., & Ford, M. T. (2014). Intrinsic motivation and extrinsic incentives jointly predict performance: A 40-year meta-analysis. Psychological Bulletin, 140, 980-1008. https://doi.org/10.1037/a0035661

5. 中央教育審議会（2015a）．新しい時代の教育や地方創生の実現に向けた学校と地域の連携・協働の在り方と今後の推進方策について（答申）　Retrieved from http://www.mext.go.jp/b_menu/shingi/chukyo/chukyo0/toushin/__icsFiles/afieldfile/2016/01/05/1365791_1.pdf（2021年12月11日）

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