Do teachers’ own learning behaviors influence their classroom goal orientation and control ideology?
By S. C. Gordon, Myron H. Dembo, D. Hocevar. 2007
101 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/531a579a147030b238f8d060f346562862c4d9d3
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In Developmental and Educational Psychology
In Experimental and Cognitive Psychology
In Social Psychology
Citations in the corpus
- Teachers’ Professional Competences in Self-Regulated Learning: An Approach to Integrate Teachers’ Competences as Self-Regulated Learners and as Agents of Self-Regulated Learning in a Holistic Manner (2020, background): “…in Education | www.frontiersin.org 14 September 2020 | Volume 5 | Article 159 Spruce and Bol, 2015; De Smul et al., 2019) and only limited results concerning the importance of their competences as selfregulated learners for the implementation of SRL can be found (Gordon et al., 2007).”
- The Role of Teachers’ Self-regulatory Capacities in the Implementation of Self-regulated Learning Practices (2014, background): “Dialogue with peers facilitates coconstruction of knowledge, revision of conceptual frameworks, the articulation of tacit knowledge, and learning and teaching strategies (Bartimote-Aufflick et al., 2010; Gordon et al., 2007; Kremer-Hayon & Tillema, 1999; Paris & Winograd, 2003; Pintrich, 2002).”
- Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “of SRL within this particular group of in-service teachers raises pedagogical issues and questions for teacher education programs, particularly if it is assumed that teachers’ own selfregulatory behavior affects the classroom environment [50].”