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Rethinking Teachers' Goal Orientations: Conceptual and Methodological Enhancements
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Nitsche, Sebastian; Dickhauser, Oliver; Fasching, Michaela S.; Dresel, Markus – Learning and Instruction, 2011
The article provides a theoretical extension of the goal orientation approach for teaching by proposing three different competence facets of learning goals and four types of addressees for performance approach and avoidance goals. On the basis of responses from 495 teacher trainees and 224 in-service teachers, the development and validation of an…
Descriptors: Self Efficacy, Goal Orientation, Student Motivation, Teaching Methods
Informal Workplace Learning: An Exploration of Age Differences in Learning Competence
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Schulz, Melanie; Rosznagel, Christian Stamov – Learning and Instruction, 2010
Informal learning is becoming a standard format in companies' training and development (T&D) activities. It requires a specific learning competence comprising cognitive, metacognitive, and motivational dimensions. In the present study, it was investigated whether learning-competence variables predict success in informal learning. Given the…
Descriptors: Informal Education, Self Efficacy, Age Differences, Business
Group Work in Schools with Close Friends and Acquaintances: Linking Self-Processes with Group Processes
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Hanham, Jose; McCormick, John – Learning and Instruction, 2009
The present study investigated the relationships between key self-processes, namely independent vs. interdependent self-construal and self-efficacy, with students' attitudes toward working in groups comprised friends and groups comprised acquaintances. The sample consisted of 563 students (280 of Year 10 and 283 of Year 11). Data were collected…
Descriptors: Student Attitudes, Structural Equation Models, Self Efficacy, Group Dynamics
Differential Relations of Constructivist and Didactic Instruction to Students' Cognition, Motivation, and Achievement
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Nie, Youyan; Lau, Shun – Learning and Instruction, 2010
This study examined how constructivist and didactic instruction was related to students' cognitive, motivational, and achievement outcomes in English classrooms, using a sample of 3000 Grade 9 students from 108 classrooms in 39 secondary schools in Singapore. Results of hierarchical linear modeling showed differential cross-level relations. After…
Descriptors: Constructivism (Learning), Self Efficacy, Predictor Variables, Foreign Countries