Teacher behavior as a mediator of the relationship between teacher judgment and students' motivation and emotion
By Detlef Urhahne. 2015
120 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/4500547fdc60f7c6dfdadcb5cf14081fcc7160e1
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- G. Szumski
- Alejandra Mizala
- Salomé Martínez
- Francisco J. Martínez
- Maciej Karwowski
- J. Gralewski
- Jutarat Vibulphol
- M. Aslam
In Experimental and Cognitive Psychology
- Maciej Karwowski
- J. Gralewski
- G. Szumski
- Alejandra Mizala
- Salomé Martínez
- Francisco J. Martínez
- Jutarat Vibulphol
- R. Beghetto
In Social Psychology
- Maciej Karwowski
- G. Szumski
- Alejandra Mizala
- Salomé Martínez
- Francisco J. Martínez
- J. Gralewski
- Jutarat Vibulphol
Citations in the corpus
- Pre-service elementary school teachers' expectations about student performance: How their beliefs are affected by their mathematics anxiety and student's gender (2015, background): “Children from a very young age can detect these differential treatments and infer their teachers' beliefs about them (Babad, 2009), a situation which in turn affects their own self-image and motivation (Kuklinski & Weinstein, 2001; Urhahne, 2015).”
- Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand (2016, background): “…important role (Assor et al., 2005; Bernaus & Gardner, 2008; Corpus, McClintic-Gilbert, & Hayenga, 2009; Dweck, 2002; Gottfried, Fleming, & Gottfried, 2001; Jang, Kim, & Reeve, 2012; Lai & Ting, 2013; Loima & Vibulphol, 2014, 2016; Niemiec & Ryan, 2009; Papi & Abdollahzadeh, 2011; Urhahne, 2015).”
- Teachers' Effect on Students' Creative Self-Beliefs Is Moderated by Students' Gender (2015, result): “Even though previous studies have not revealed teachers' influence on students' creative self-beliefs, such a relation is a natural consequence of the expectation models (Darley & Fazio, 1980; Jussim, in press; Urhahne, 2015) and appears to follow from out-of-school studies as well (Tierney & Farmer”
- Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, unknown): “(Continued) Author Year Students (N) p/s rpe rne rpa rna rpn rea Urhahne 2015 246 s .50 – – – – – Valeski & Stipek 2001 225 p .15 – .06 – – .08 Valeski & Stipek 2001 127 p .18 – .04 – – .22 Valiente et al. 2008 264 p .44 – .32 – – .43 Valiente et al. 2012 291 p .41 – – – – – van Ryzin 2011 349 s…”