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Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach
Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach
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Toward an Integrative and Fine-Grained Insight in Motivating and Demotivating Teaching Styles: The Merits of a Circumplex Approach

Aelterman, Nathalie ; Vansteenkiste, Maarten ; Haerens, Leen ; Soenens, Bart ; Fontaine, Johnny R. J ; Reeve, Johnmarshall Graham, Steve

Journal of educational psychology, 2019-04, Vol.111 (3), p.497-521 [Periódico revisado por pares]

Washington: American Psychological Association

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2
The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies
The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies
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The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies

Marsh, Herbert W. ; Pekrun, Reinhard ; Parker, Philip D. ; Murayama, Kou ; Guo, Jiesi ; Dicke, Theresa ; Arens, A. Katrin Graham, Steve

Journal of educational psychology, 2019-02, Vol.111 (2), p.331-353 [Periódico revisado por pares]

Washington: American Psychological Association

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3
Professional Competence of Teachers: Effects on Instructional Quality and Student Development
Professional Competence of Teachers: Effects on Instructional Quality and Student Development
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Professional Competence of Teachers: Effects on Instructional Quality and Student Development

Kunter, Mareike ; Klusmann, Uta ; Baumert, Jürgen ; Richter, Dirk ; Voss, Thamar ; Hachfeld, Axinja Graesser, Arthur C

Journal of educational psychology, 2013-08, Vol.105 (3), p.805-820 [Periódico revisado por pares]

Washington, DC: American Psychological Association

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4
How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement
How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement
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How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement

Reeve, Johnmarshall Graesser, Arthur C

Journal of educational psychology, 2013-08, Vol.105 (3), p.579-595 [Periódico revisado por pares]

Washington, DC: American Psychological Association

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5
Classroom Emotional Climate, Student Engagement, and Academic Achievement
Classroom Emotional Climate, Student Engagement, and Academic Achievement
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Classroom Emotional Climate, Student Engagement, and Academic Achievement

Reyes, Maria R. ; Brackett, Marc A. ; Rivers, Susan E. ; White, Mark ; Salovey, Peter Graesser, Arthur C

Journal of educational psychology, 2012-08, Vol.104 (3), p.700-712 [Periódico revisado por pares]

Washington, DC: American Psychological Association

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6
Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School
Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School
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Social Support Matters: Longitudinal Effects of Social Support on Three Dimensions of School Engagement From Middle to High School

Wang, Ming-Te ; Eccles, Jacquelynne S.

Child development, 2012-05, Vol.83 (3), p.877-895 [Periódico revisado por pares]

Oxford, UK: Blackwell Publishing Ltd

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7
Mindfulness Training and Reductions in Teacher Stress and Burnout: Results From Two Randomized, Waitlist-Control Field Trials
Mindfulness Training and Reductions in Teacher Stress and Burnout: Results From Two Randomized, Waitlist-Control Field Trials
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Mindfulness Training and Reductions in Teacher Stress and Burnout: Results From Two Randomized, Waitlist-Control Field Trials

Roeser, Robert W. ; Schonert-Reichl, Kimberly A. ; Jha, Amishi ; Cullen, Margaret ; Wallace, Linda ; Wilensky, Rona ; Oberle, Eva ; Thomson, Kimberly ; Taylor, Cynthia ; Harrison, Jessica Graesser, Arthur C

Journal of educational psychology, 2013-08, Vol.105 (3), p.787-804 [Periódico revisado por pares]

Washington, DC: American Psychological Association

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8
Has Achievement Goal Theory Been Right? A Meta-Analysis of the Relation Between Goal Structures and Personal Achievement Goals
Has Achievement Goal Theory Been Right? A Meta-Analysis of the Relation Between Goal Structures and Personal Achievement Goals
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Has Achievement Goal Theory Been Right? A Meta-Analysis of the Relation Between Goal Structures and Personal Achievement Goals

Bardach, Lisa ; Oczlon, Sophie ; Pietschnig, Jakob ; Lüftenegger, Marko Kendeou, Panayiota ; Graham, Steve

Journal of educational psychology, 2020-08, Vol.112 (6), p.1197-1220 [Periódico revisado por pares]

Washington: American Psychological Association

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9
Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School
Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School
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Using Design Thinking to Improve Psychological Interventions: The Case of the Growth Mindset During the Transition to High School

Yeager, David S. ; Romero, Carissa ; Paunesku, Dave ; Hulleman, Christopher S. ; Schneider, Barbara ; Hinojosa, Cintia ; Lee, Hae Yeon ; O'Brien, Joseph ; Flint, Kate ; Roberts, Alice ; Trott, Jill ; Greene, Daniel ; Walton, Gregory M. ; Dweck, Carol S. Lin-Siegler, Xiaodong ; Dweck, Carol S ; Graham, Steve ; Cohen, Geoffrey L

Journal of educational psychology, 2016-04, Vol.108 (3), p.374-391 [Periódico revisado por pares]

United States: American Psychological Association

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10
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy
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School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy

Collie, Rebecca J. ; Shapka, Jennifer D. ; Perry, Nancy E. Graesser, Arthur C

Journal of educational psychology, 2012-11, Vol.104 (4), p.1189-1204 [Periódico revisado por pares]

Washington, DC: American Psychological Association

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