Pass condition
Grade:60 Fraction
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  • 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
  • Syllabus 2020 MOTIVATION
  • 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
Instructor
王智弘
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