School goal structure: Associations with students’ perceptions of their teachers as emotionally supportive, academic self-concept, intrinsic motivation, effort, and help seeking behavior

By Einar M. Skaalvik, Sidsel Skaalvik. 2013

130 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3346f178f6d182e1cd839025d33057dc4a37d9e2

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Mathematics Interest and Achievement: What Role Do Perceived Parent and Teacher Support Play? A Longitudinal Analysis (2013, unknown): “Skaalvik and Skaalvik (2013) showed that students’ perceptions of their teachers as emotionally supportive were similarly related to intrinsic motivation for both girls and boys.”
Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement (2020, background): “In addition, previous research consistently connects teachers’ emotional support with students’ motivation and engagement (e.g., Reyes et al., 2012; Roorda et al., 2011; Ruzek et al., 2016; Skaalvik & Skaalvik, 2013).”
Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings (2017, background): “…providing informative feedback about learning progress was associated with increased intrinsic motivation but also, conversely, that the more the students perceived their teachers to be controlling, the lower the students' intrinsic motivation (Jang, Reeve, &Deci, 2010; Skaalvik & Skaalvik, 2013).”
Teacher Stress and Teacher Self-Efficacy as Predictors of Engagement, Emotional Exhaustion, and Motivation to Leave the Teaching Profession (2016, methodology): “We used the short 9-item version of the scale (Schaufeli & Bakker, 2010) which is previously tested on Norwegian elementary and middle school teachers (Skaalvik & Skaalvik, 2013).”
Achievement Goals, Reasons for Goal Pursuit, and Achievement Goal Complexes as Predictors of Beneficial Outcomes: Is the Influence of Goals Reducible to Reasons? (2017, unknown): “…has shown that these reasons positively predict deep learning strategies (Vansteenkiste, Zhou, Lens, & Soenens, 2005), interpersonal help-seeking behaviors (Skaalvik & Skaalvik, 2013), preference for challenge (Standage, Duda, & Ntoumanis, 2005), and persistence (Vallerand, Fortier, & Guay, 1997).”