通過條件成 績 ：60 分
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Modeling the Relations Among Students' Epistemological Beliefs, Motivation, Learning Approach, and Achievement 1008
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The temporal stability and predictive validity of pupils' causal attributions for difficult classroom behaviour1019
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A 3 × 2 achievement goal model 1116
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Primary and secondary students’ motivation in learning English Grade and gender differences 0928
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Agency as a fourth aspect of students engagement during learning activities 1102
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Clarifying mastery-avoidance goals in high school Distinguishing between intrapersonal and task-based standards of competence 1116
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Sources of self-efficacy An investigation of elementary school students in France1102
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Student engagement with science in early adolescence The contribution of enjoyment to students continuing interest in learning about science 1130
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Students’ attributions for their best and worst marksDo they relate to achievement 1019
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Why seeking help from teammates is a blessing and a curse A theory of help seeking and individual creativity in team contexts 1228
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LINKING EMPOWERING LEADERSHIP AND EMPLOYEE CREATIVITY THE INFLUENCE OF PSYCHOLOGICAL EMPOWERMENT, INTRINSIC MOTIVATION, AND CREATIVE PROCESS ENGAGEMENT(creativity)
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Gender, Values, and Occupational Interests Among Children, Adolescents, and Adults 1130
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Why grades engender performanceavoidance goals The mediating role of autonomous motivation 1116
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The Necessity of Others is the Mother of Invention Intrinsic and Prosocial Motivations, Perspective Taking, and Creativity
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Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement
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Personal best (PB) goal structure, individual PBgoals, engagement, and achievement
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Student Movement in Social Context
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Toward an Integration of Goal Setting Theory and the Automaticity Model
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Truths About Beauty and Goodness
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Achievement goals and emotions The mediational roles of perceived progress, control, and value
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Considering Students’perceive of attribution process
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Crafting your Career How Career Competencies Relate to Career Success via Job Crafting
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Effects of Extracurricular Participation During Middle School on Academic Motivation and Achievement at Grade 9
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Fostering early adolescents’ motivation
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Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement
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Considering Students’perceive of attribution process
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Effects of Extracurricular Participation During Middle School on Academic Motivation and Achievement at Grade 9
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Fostering early adolescents’ motivation
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How situational is situational interest Investigating the longitudinal
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Multidimensional motivation and engagement for
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Perceived Parental Control and Chinese Middle School Adolescents’
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Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement
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Personal best (PB) goal structure, individual PBgoals, engagement, and achievement
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STEM Motivation Interventions for Adolescents
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Social Influences on Interest
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Student Movement in Social Context
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Supporting Learners' Agentic Engagement With Feedback
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Teacher interests, mastery goals, and self-efficacy as predictors of
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Toward an Integration of Goal Setting Theory and the Automaticity Model
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When belief precedes being How attitudes and motivation before matriculation lead to fit and academic performance
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interest engagement autonomy support
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Motivating-gifted-and-non-gifted-students-in-regular-_2020_Learning-and-Indi
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Theories-of-motivation--Integration-and-wa_2020_Contemporary-Educational-Psy
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Where-do-we-go-from-here-in-academic-motivation-theory-_2020_Contemporary-Ed
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Syllabus 2020 MOTIVATION
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A-cross-classified-path-analysis-of-the-self-determinatio_2020_Contemporary-
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A-situative-turn-in-the-conversation-on-moti_2020_Contemporary-Educational-P
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Academic-motivation-theories-revisited--An-interactive-dia_2020_Contemporary
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Achievement-motivation-theory--Balancing-prec_2020_Contemporary-Educational-
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An-attributional-theory-of-motivatio_2020_Contemporary-Educational-Psycholog
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Breaking-the-vicious-cycle-of-language-anxiety--Growth-l_2020_Contemporary-E
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Direct-and-indirect-effects-of-executive-functions--reading-_2020_Contempora
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From-expectancy-value-theory-to-situated-expectancy-value_2020_Contemporary-
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Intrinsic-and-extrinsic-motivation-from-a-self-determina_2020_Contemporary-E
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It-Takes-Two--Expectancy-Value-Constructs-and-Vocati_2020_Contemporary-Educa
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Learning-from-split-attention-materials--Effects-of-_2020_Contemporary-Educa
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Motivation and social cognitive theory (2) (1)
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Profiles of motivational beliefs in math
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Promoting-transcription-in-third-grade-classrooms--Effe_2020_Contemporary-Ed
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Race-focusing-and-reimaging-research--Where-do_2020_Contemporary-Educational
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Researchers--achievement-goals--Prevalence--structure--_2020_Contemporary-Ed
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Students--problem-behaviors-and-teachers--warmth-and-dem_2020_Contemporary-E
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Teachers--self-efficacy-beliefs-for-teaching-math--R_2020_Contemporary-Educa
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The-developmental-trajectories-of-mathematics-anxiety_2020_Contemporary-Educ
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The-dynamic-roles-of-cognitive-reappraisal-and-self-regu_2020_Contemporary-E
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The-influence-of-perceptually-rich-manipulatives-and-c_2020_Contemporary-Edu
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The-origins--evolution--and-future-directions-of_2020_Contemporary-Education
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Theories-of-motivation--Integration-and-wa_2020_Contemporary-Educational-Psy
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Differentiated need support by teachersDomen_et_al-2019-British_Journal_of_Educational_Psychology (1)
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動機簡介
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Perceived quality of instruction The relationship among indicators of students basic needs, mastery goals, and academic achievement
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