An Integrated Model for the Study of Teacher Motivation
By Saul Neves de Jesus, W. Lens. 2002
334 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/2e725a89e4e983b12497bca1a86f545b486f02da
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Hongbiao Yin
- Jiying Han
- H. Watt
- Einar M. Skaalvik
- Sidsel Skaalvik
- Paul W. Richardson
- Ulrich Schiefele
- Karin Gwinn Wilkins
In Experimental and Cognitive Psychology
- Hongbiao Yin
- Jiying Han
- H. Watt
- Jan Retelsdorf
- Herbert W. Marsh
- Paul W. Richardson
- Ulrich Schiefele
- Sidsel Skaalvik
In Social Psychology
- Hongbiao Yin
- Jiying Han
- Sidsel Skaalvik
- Einar M. Skaalvik
- H. Watt
- Jan Retelsdorf
- Paul W. Richardson
- Herbert W. Marsh
Citations in the corpus
- Profiles of professional engagement and career development aspirations among USA preservice teachers (2014, background): “If left unfulfilled, teachers’ motivations may create a double-edged sword and lead to burnout and disappointment (de Jesus & Lens, 2005).”
- School support and teacher motivation to implement project-based learning (2010, methodology): “In the integrated model of teacher motivation (Jesus & Lens, 2005), teachers were found to have high motivation in teaching or professional engagement if they had high expectancy of success or efficacy.”
- Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?. (2015, background): “International research shows that teaching is perceived as rewarding by most teachers but that many teachers also report a high degree of stress and symptoms of burnout (Johnson & Birkeland, 2003; Neves de Jesus & Lens, 2005; Stoeber & Rennert, 2008).”
- The Work Tasks Motivation Scale for Teachers (WTMST) (2008, background): “Keywords: teachers, motivation, self-determination, domain specificity, scale development Recent studies have shown that more than any other professionals, elementary and high school teachers suffer from a lack of work motivation (Jesus & Lens, 2005).”
- The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School (2013, background): “For example, teachers with high self-efficacy evince greater control over the teaching/learning process (Caprara, Barbaranelli, Borgogni, Petitta et al., 2003; Jesus & Lens, 2005; TschannenMoran & Woolfolk Hoy, 2001).”
- Teachers' goal orientations for teaching: Associations with instructional practices, interest in teaching, and burnout (2010, background): “De Jesus and Lens (2005) recently proposed an ‘‘integrated model of teacher motivation’’.”