Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation
By Ulrich Schiefele, Ellen Schaffner. 2015
234 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/25863d271f289fcd07214382228d2466fb87ff5a
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Rebecca Lazarides
- Janine Buchholz
- Charlott Rubach
- Rosemary Callingham
- H. Watt
- C. Carmichael
- Ulrich Schiefele
- Paul W. Richardson
In Experimental and Cognitive Psychology
- Rebecca Lazarides
- Rosemary Callingham
- C. Carmichael
- Janine Buchholz
- Charlott Rubach
- H. Watt
- Ulrich Schiefele
- Paul W. Richardson
In Social Psychology
- Rebecca Lazarides
- Rosemary Callingham
- C. Carmichael
- Janine Buchholz
- Charlott Rubach
- H. Watt
- Ulrich Schiefele
- Paul W. Richardson
Citations in the corpus
- Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation (2017, methodology): “The lacking effect of teacher mastery goals on mastery-oriented practices was confirmed by Schiefele and Schaffner (2015).”
- Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics (2017, result): “2011) and this has been shown to be associated with student interest (Schiefele and Schaffner 2015), though the latter study used affective measures.”
- Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms (2018, background): “Studies have only rarely tested these theoretical assumptions in the classroom context (Lazarides & Watt, 2015; Schiefele & Schaffner, 2015).”