Clarity and coherence of lesson goals as a scaffold for student learning

By Tina Seidel, Rolf Rimmele, Manfred Prenzel. 2005

170 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2a2ff46c4f5430382d84ce85ab3032f8578f9841

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Maarten Vansteenkiste
2. Athanasios Mouratidis
3. D. Kelsey
4. San Bolkan
5. Alan K. Goodboy
6. W. Lens
7. Bart Soenens

In Safety Research

1. W. Lens
2. Maarten Vansteenkiste
3. Athanasios Mouratidis
4. San Bolkan
5. Alan K. Goodboy
6. Aikaterini Michou
7. Bart Soenens
8. J. Reeve

In Social Psychology

1. Maarten Vansteenkiste
2. W. Lens
3. Athanasios Mouratidis
4. Alan K. Goodboy
5. Aikaterini Michou
6. D. Kelsey
7. San Bolkan
8. P. McHugh

Citations in the corpus

• The impact of compensation, supervision and work design on internship efficacy: implications for educators, employers and prospective interns (2017, background): “Educational researchers have discovered linkages between goal clarity and student learning in the classroom environment (Seidel, Rimmele, and Prenzel 2005).”
• Perceived structure and achievement goals as predictors of students' self-regulated learning and affect and the mediating role of competence need satisfaction (2013, background): “, 2009), observational (e.g., Jang et al., 2010; Seidel et al., 2005), and interventional (e.”
• Instructor Clarity and Student Motivation: Academic Performance as A Product of Students’ Ability and Motivation to Process Instructional Material (2016, background): “As it pertains to the current study, one of these reasons includes the fact that clear instruction is a necessary condition for students to “cognitively engage in learning tasks” (Seidel et al., 2005, p. 542).”