1111-Psychology of Motivation-13024

Registration：Now ~ Any Time
Course Period：2022-09-01 ~ 2023-02-24

• Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement
• Personal best (PB) goal structure, individual PBgoals, engagement, and achievement
• Student Movement in Social Context
• Toward an Integration of Goal Setting Theory and the Automaticity Model
• Truths About Beauty and Goodness
• Achievement goals and emotions The mediational roles of perceived progress, control, and value
• Considering Students’perceive of attribution process
• Crafting your Career How Career Competencies Relate to Career Success via Job Crafting
• Effects of Extracurricular Participation During Middle School on Academic Motivation and Achievement at Grade 9
• Fostering early adolescents’ motivation
• Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement
• Considering Students’perceive of attribution process
• Effects of Extracurricular Participation During Middle School on Academic Motivation and Achievement at Grade 9
• Fostering early adolescents’ motivation
• How situational is situational interest Investigating the longitudinal
• Multidimensional motivation and engagement for
• Perceived Parental Control and Chinese Middle School Adolescents’
• Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement
• Personal best (PB) goal structure, individual PBgoals, engagement, and achievement
• STEM Motivation Interventions for Adolescents
• Social Influences on Interest
• Student Movement in Social Context
• Supporting Learners' Agentic Engagement With Feedback
• Teacher interests, mastery goals, and self-efficacy as predictors of
• Toward an Integration of Goal Setting Theory and the Automaticity Model
• When belief precedes being How attitudes and motivation before matriculation lead to fit and academic performance
• interest engagement autonomy support
• Motivating-gifted-and-non-gifted-students-in-regular-_2020_Learning-and-Indi
• Theories-of-motivation--Integration-and-wa_2020_Contemporary-Educational-Psy
• Where-do-we-go-from-here-in-academic-motivation-theory-_2020_Contemporary-Ed
• A-cross-classified-path-analysis-of-the-self-determinatio_2020_Contemporary-
• A-situative-turn-in-the-conversation-on-moti_2020_Contemporary-Educational-P
• Academic-motivation-theories-revisited--An-interactive-dia_2020_Contemporary
• Achievement-motivation-theory--Balancing-prec_2020_Contemporary-Educational-
• An-attributional-theory-of-motivatio_2020_Contemporary-Educational-Psycholog
• Breaking-the-vicious-cycle-of-language-anxiety--Growth-l_2020_Contemporary-E
• Direct-and-indirect-effects-of-executive-functions--reading-_2020_Contempora
• From-expectancy-value-theory-to-situated-expectancy-value_2020_Contemporary-
• Intrinsic-and-extrinsic-motivation-from-a-self-determina_2020_Contemporary-E
• It-Takes-Two--Expectancy-Value-Constructs-and-Vocati_2020_Contemporary-Educa
• Learning-from-split-attention-materials--Effects-of-_2020_Contemporary-Educa
• Motivation and social cognitive theory (2) (1)
• Profiles of motivational beliefs in math
• Promoting-transcription-in-third-grade-classrooms--Effe_2020_Contemporary-Ed
• Race-focusing-and-reimaging-research--Where-do_2020_Contemporary-Educational
• Researchers--achievement-goals--Prevalence--structure--_2020_Contemporary-Ed
• Students--problem-behaviors-and-teachers--warmth-and-dem_2020_Contemporary-E
• Teachers--self-efficacy-beliefs-for-teaching-math--R_2020_Contemporary-Educa
• The-developmental-trajectories-of-mathematics-anxiety_2020_Contemporary-Educ
• The-dynamic-roles-of-cognitive-reappraisal-and-self-regu_2020_Contemporary-E
• The-influence-of-perceptually-rich-manipulatives-and-c_2020_Contemporary-Edu
• The-origins--evolution--and-future-directions-of_2020_Contemporary-Education
• Theories-of-motivation--Integration-and-wa_2020_Contemporary-Educational-Psy
• Differentiated need support by teachersDomen_et_al-2019-British_Journal_of_Educational_Psychology (1)
• 動機簡介
• Perceived quality of instruction The relationship among indicators of students basic needs, mastery goals, and academic achievement
• Syllabus 2022 MOTIVATION (PRE) (2)