Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation

By Ulrich Schiefele. 2017

102 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7a8188715d3e92decb83019110d0f3cc33ec6cc0

How researchers see this paper

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

In Education

1. Rebecca Lazarides
2. Janine Buchholz
3. Charlott Rubach

In Experimental and Cognitive Psychology

1. Rebecca Lazarides
2. Janine Buchholz
3. Charlott Rubach

In Social Psychology

1. Rebecca Lazarides
2. Janine Buchholz
3. Charlott Rubach

Citations in the corpus

• The role of perceived autonomy support in predicting university students’ academic success mediated by academic self-efficacy and school engagement (2019, unknown): “…of autonomy facilitate their optimal academic functioning by increasing their autonomous motivation and engagement (Assor, Kaplan, & Roth, 2002; Carmichael, Muir, & Callingham, 2017; Patall, Dent, Oyer, & Wynn, 2013; Raufelder, Regner, Drury, & Eid, 2016; Schiefele, 2017; Wang & Eccles, 2016).”
• Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms (2018, background): “Studies that focused on teacher interest also showed that teachers who are interested in their subjects and in teaching enhanced students' interest through the provision of mastery goal orientation in class (Schiefele & Schaffner, 2015; Schiefele, 2017).”