The influence of teacher-student relationships and feedback on students' engagement with learning /:
This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author's research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the tea...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Newcastle upon Tyne :
Cambridge Scholars Publishing,
2017.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author's research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students' perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students' motivation to engage with learning activities. The first is that perceived competence is informed by and recipro. |
| Beschreibung: | 1 online resource (xv, 1 unnumbered page, 349 pages) : illustrations, 1 portrait |
| Bibliographie: | Includes bibliographical references (pages 295-339) and index. |
| ISBN: | 9781527512900 1527512908 |
Internformat
MARC
| LEADER | 00000cam a2200000 i 4500 | ||
|---|---|---|---|
| 001 | ZDB-4-EBA-on1044734515 | ||
| 003 | OCoLC | ||
| 005 | 20241004212047.0 | ||
| 006 | m o d | ||
| 007 | cr cnu---unuuu | ||
| 008 | 180716s2017 enkac ob 001 0deng d | ||
| 040 | |a N$T |b eng |e rda |e pn |c N$T |d YDX |d EBLCP |d NLE |d UKMGB |d UKAHL |d OCLCQ |d UX1 |d VT2 |d K6U |d OCLCQ |d OCLCO |d ELBRO |d OCLCO |d OCLCQ |d OCLCO |d OCLCL |d SXB |d OCLCQ | ||
| 015 | |a GBB8D5575 |2 bnb | ||
| 016 | 7 | |a 018941324 |2 Uk | |
| 019 | |a 1262680322 | ||
| 020 | |a 9781527512900 |q (electronic bk.) | ||
| 020 | |a 1527512908 |q (electronic bk.) | ||
| 020 | |z 9781527503007 | ||
| 020 | |z 1527503003 | ||
| 035 | |a (OCoLC)1044734515 |z (OCoLC)1262680322 | ||
| 037 | |a 9781527512900 |b Cambridge Scholars Publishing | ||
| 050 | 4 | |a LB1033 .W656 2017 | |
| 072 | 7 | |a EDU |x 001000 |2 bisacsh | |
| 072 | 7 | |a EDU |x 036000 |2 bisacsh | |
| 082 | 7 | |a 371.1022 |2 22 | |
| 049 | |a MAIN | ||
| 100 | 1 | |a Wood, Roger, |d 1968- |e author. |1 https://id.oclc.org/worldcat/entity/E39PCjFyVvWfWM7jKBcBXwPmMK |0 http://id.loc.gov/authorities/names/no2018013279 | |
| 245 | 1 | 4 | |a The influence of teacher-student relationships and feedback on students' engagement with learning / |c by Roger Wood. |
| 264 | 1 | |a Newcastle upon Tyne : |b Cambridge Scholars Publishing, |c 2017. | |
| 300 | |a 1 online resource (xv, 1 unnumbered page, 349 pages) : |b illustrations, 1 portrait | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references (pages 295-339) and index. | ||
| 588 | 0 | |a Print version record. | |
| 520 | |a This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author's research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students' perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students' motivation to engage with learning activities. The first is that perceived competence is informed by and recipro. | ||
| 505 | 0 | |a General introduction -- Student engagement through self-determination theory : a literature review -- The investigation of a potential hierarchy of needs within self-determination theory -- A school-based investigation of the interplay between SDT constructs and the impact of such upon students' engagement with learning : stage one -- questionnaires -- Stage two of the school-based study : focus group interviews -- Triangulation of the three claims to knowledge regarding students' motivated engagement with learning activities -- General discussion -- Conclusions. | |
| 650 | 0 | |a Teacher-student relationships. |0 http://id.loc.gov/authorities/subjects/sh85132960 | |
| 650 | 0 | |a Communication in education. |0 http://id.loc.gov/authorities/subjects/sh85029062 | |
| 650 | 6 | |a Communication en éducation. | |
| 650 | 7 | |a Education. |2 bicssc | |
| 650 | 7 | |a Educational psychology. |2 bicssc | |
| 650 | 7 | |a Child & developmental psychology. |2 bicssc | |
| 650 | 7 | |a EDUCATION |x Administration |x General. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Organizations & Institutions. |2 bisacsh | |
| 650 | 7 | |a Communication in education |2 fast | |
| 650 | 7 | |a Teacher-student relationships |2 fast | |
| 758 | |i has work: |a The influence of teacher-student relationships and feedback on students' engagement with learning (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFMP8Y9px7QFkfcTWCy7xP |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Wood, Roger, 1968- |t Influence of teacher-student relationships and feedback on students' engagement with learning. |d Newcastle upon Tyne : Cambridge Scholars Publishing, 2017 |z 9781527503007 |w (OCoLC)1015939920 |
| 856 | 4 | 0 | |l FWS01 |p ZDB-4-EBA |q FWS_PDA_EBA |u https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1848391 |3 Volltext |
| 938 | |a eLibro |b ELBO |n ELB152119 | ||
| 938 | |a Askews and Holts Library Services |b ASKH |n AH34867259 | ||
| 938 | |a ProQuest Ebook Central |b EBLB |n EBL5487815 | ||
| 938 | |a EBSCOhost |b EBSC |n 1848391 | ||
| 938 | |a YBP Library Services |b YANK |n 15597329 | ||
| 994 | |a 92 |b GEBAY | ||
| 912 | |a ZDB-4-EBA | ||
| 049 | |a DE-863 | ||
Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-on1044734515 |
|---|---|
| _version_ | 1816882465509212160 |
| adam_text | |
| any_adam_object | |
| author | Wood, Roger, 1968- |
| author_GND | http://id.loc.gov/authorities/names/no2018013279 |
| author_facet | Wood, Roger, 1968- |
| author_role | aut |
| author_sort | Wood, Roger, 1968- |
| author_variant | r w rw |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1033 |
| callnumber-raw | LB1033 .W656 2017 |
| callnumber-search | LB1033 .W656 2017 |
| callnumber-sort | LB 41033 W656 42017 |
| callnumber-subject | LB - Theory and Practice of Education |
| collection | ZDB-4-EBA |
| contents | General introduction -- Student engagement through self-determination theory : a literature review -- The investigation of a potential hierarchy of needs within self-determination theory -- A school-based investigation of the interplay between SDT constructs and the impact of such upon students' engagement with learning : stage one -- questionnaires -- Stage two of the school-based study : focus group interviews -- Triangulation of the three claims to knowledge regarding students' motivated engagement with learning activities -- General discussion -- Conclusions. |
| ctrlnum | (OCoLC)1044734515 |
| dewey-full | 371.1022 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.1022 |
| dewey-search | 371.1022 |
| dewey-sort | 3371.1022 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| format | Electronic eBook |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>04259cam a2200637 i 4500</leader><controlfield tag="001">ZDB-4-EBA-on1044734515</controlfield><controlfield tag="003">OCoLC</controlfield><controlfield tag="005">20241004212047.0</controlfield><controlfield tag="006">m o d </controlfield><controlfield tag="007">cr cnu---unuuu</controlfield><controlfield tag="008">180716s2017 enkac ob 001 0deng d</controlfield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">N$T</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">N$T</subfield><subfield code="d">YDX</subfield><subfield code="d">EBLCP</subfield><subfield code="d">NLE</subfield><subfield code="d">UKMGB</subfield><subfield code="d">UKAHL</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">UX1</subfield><subfield code="d">VT2</subfield><subfield code="d">K6U</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">ELBRO</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCQ</subfield><subfield code="d">OCLCO</subfield><subfield code="d">OCLCL</subfield><subfield code="d">SXB</subfield><subfield code="d">OCLCQ</subfield></datafield><datafield tag="015" ind1=" " ind2=" "><subfield code="a">GBB8D5575</subfield><subfield code="2">bnb</subfield></datafield><datafield tag="016" ind1="7" ind2=" "><subfield code="a">018941324</subfield><subfield code="2">Uk</subfield></datafield><datafield tag="019" ind1=" " ind2=" "><subfield code="a">1262680322</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9781527512900</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1527512908</subfield><subfield code="q">(electronic bk.)</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">9781527503007</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="z">1527503003</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1044734515</subfield><subfield code="z">(OCoLC)1262680322</subfield></datafield><datafield tag="037" ind1=" " ind2=" "><subfield code="a">9781527512900</subfield><subfield code="b">Cambridge Scholars Publishing</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LB1033 .W656 2017</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">001000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="072" ind1=" " ind2="7"><subfield code="a">EDU</subfield><subfield code="x">036000</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="082" ind1="7" ind2=" "><subfield code="a">371.1022</subfield><subfield code="2">22</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">MAIN</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Wood, Roger,</subfield><subfield code="d">1968-</subfield><subfield code="e">author.</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCjFyVvWfWM7jKBcBXwPmMK</subfield><subfield code="0">http://id.loc.gov/authorities/names/no2018013279</subfield></datafield><datafield tag="245" ind1="1" ind2="4"><subfield code="a">The influence of teacher-student relationships and feedback on students' engagement with learning /</subfield><subfield code="c">by Roger Wood.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Newcastle upon Tyne :</subfield><subfield code="b">Cambridge Scholars Publishing,</subfield><subfield code="c">2017.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (xv, 1 unnumbered page, 349 pages) :</subfield><subfield code="b">illustrations, 1 portrait</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references (pages 295-339) and index.</subfield></datafield><datafield tag="588" ind1="0" ind2=" "><subfield code="a">Print version record.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author's research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students' perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students' motivation to engage with learning activities. The first is that perceived competence is informed by and recipro.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">General introduction -- Student engagement through self-determination theory : a literature review -- The investigation of a potential hierarchy of needs within self-determination theory -- A school-based investigation of the interplay between SDT constructs and the impact of such upon students' engagement with learning : stage one -- questionnaires -- Stage two of the school-based study : focus group interviews -- Triangulation of the three claims to knowledge regarding students' motivated engagement with learning activities -- General discussion -- Conclusions.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Teacher-student relationships.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85132960</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Communication in education.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85029062</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Communication en éducation.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Education.</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Educational psychology.</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Child & developmental psychology.</subfield><subfield code="2">bicssc</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Administration</subfield><subfield code="x">General.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Organizations & Institutions.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Communication in education</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Teacher-student relationships</subfield><subfield code="2">fast</subfield></datafield><datafield tag="758" ind1=" " ind2=" "><subfield code="i">has work:</subfield><subfield code="a">The influence of teacher-student relationships and feedback on students' engagement with learning (Text)</subfield><subfield code="1">https://id.oclc.org/worldcat/entity/E39PCFMP8Y9px7QFkfcTWCy7xP</subfield><subfield code="4">https://id.oclc.org/worldcat/ontology/hasWork</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">Wood, Roger, 1968-</subfield><subfield code="t">Influence of teacher-student relationships and feedback on students' engagement with learning.</subfield><subfield code="d">Newcastle upon Tyne : Cambridge Scholars Publishing, 2017</subfield><subfield code="z">9781527503007</subfield><subfield code="w">(OCoLC)1015939920</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="l">FWS01</subfield><subfield code="p">ZDB-4-EBA</subfield><subfield code="q">FWS_PDA_EBA</subfield><subfield code="u">https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1848391</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">eLibro</subfield><subfield code="b">ELBO</subfield><subfield code="n">ELB152119</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">Askews and Holts Library Services</subfield><subfield code="b">ASKH</subfield><subfield code="n">AH34867259</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">ProQuest Ebook Central</subfield><subfield code="b">EBLB</subfield><subfield code="n">EBL5487815</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">EBSCOhost</subfield><subfield code="b">EBSC</subfield><subfield code="n">1848391</subfield></datafield><datafield tag="938" ind1=" " ind2=" "><subfield code="a">YBP Library Services</subfield><subfield code="b">YANK</subfield><subfield code="n">15597329</subfield></datafield><datafield tag="994" ind1=" " ind2=" "><subfield code="a">92</subfield><subfield code="b">GEBAY</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-4-EBA</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-863</subfield></datafield></record></collection> |
| id | ZDB-4-EBA-on1044734515 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:29:03Z |
| institution | BVB |
| isbn | 9781527512900 1527512908 |
| language | English |
| oclc_num | 1044734515 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xv, 1 unnumbered page, 349 pages) : illustrations, 1 portrait |
| psigel | ZDB-4-EBA |
| publishDate | 2017 |
| publishDateSearch | 2017 |
| publishDateSort | 2017 |
| publisher | Cambridge Scholars Publishing, |
| record_format | marc |
| spelling | Wood, Roger, 1968- author. https://id.oclc.org/worldcat/entity/E39PCjFyVvWfWM7jKBcBXwPmMK http://id.loc.gov/authorities/names/no2018013279 The influence of teacher-student relationships and feedback on students' engagement with learning / by Roger Wood. Newcastle upon Tyne : Cambridge Scholars Publishing, 2017. 1 online resource (xv, 1 unnumbered page, 349 pages) : illustrations, 1 portrait text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references (pages 295-339) and index. Print version record. This book presents a potential hierarchy between the three basic psychological needs central to Self-Determination Theory (SDT). Findings from the author's research suggest that the motivation to exercise autonomy is an outcome that is cumulatively influenced by the perceived quality of the teacher-student relationship and students' perceived competence within specific learning contexts and with a specific teacher. These findings are the basis for three hypotheses regarding students' motivation to engage with learning activities. The first is that perceived competence is informed by and recipro. General introduction -- Student engagement through self-determination theory : a literature review -- The investigation of a potential hierarchy of needs within self-determination theory -- A school-based investigation of the interplay between SDT constructs and the impact of such upon students' engagement with learning : stage one -- questionnaires -- Stage two of the school-based study : focus group interviews -- Triangulation of the three claims to knowledge regarding students' motivated engagement with learning activities -- General discussion -- Conclusions. Teacher-student relationships. http://id.loc.gov/authorities/subjects/sh85132960 Communication in education. http://id.loc.gov/authorities/subjects/sh85029062 Communication en éducation. Education. bicssc Educational psychology. bicssc Child & developmental psychology. bicssc EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Communication in education fast Teacher-student relationships fast has work: The influence of teacher-student relationships and feedback on students' engagement with learning (Text) https://id.oclc.org/worldcat/entity/E39PCFMP8Y9px7QFkfcTWCy7xP https://id.oclc.org/worldcat/ontology/hasWork Print version: Wood, Roger, 1968- Influence of teacher-student relationships and feedback on students' engagement with learning. Newcastle upon Tyne : Cambridge Scholars Publishing, 2017 9781527503007 (OCoLC)1015939920 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1848391 Volltext |
| spellingShingle | Wood, Roger, 1968- The influence of teacher-student relationships and feedback on students' engagement with learning / General introduction -- Student engagement through self-determination theory : a literature review -- The investigation of a potential hierarchy of needs within self-determination theory -- A school-based investigation of the interplay between SDT constructs and the impact of such upon students' engagement with learning : stage one -- questionnaires -- Stage two of the school-based study : focus group interviews -- Triangulation of the three claims to knowledge regarding students' motivated engagement with learning activities -- General discussion -- Conclusions. Teacher-student relationships. http://id.loc.gov/authorities/subjects/sh85132960 Communication in education. http://id.loc.gov/authorities/subjects/sh85029062 Communication en éducation. Education. bicssc Educational psychology. bicssc Child & developmental psychology. bicssc EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Communication in education fast Teacher-student relationships fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85132960 http://id.loc.gov/authorities/subjects/sh85029062 |
| title | The influence of teacher-student relationships and feedback on students' engagement with learning / |
| title_auth | The influence of teacher-student relationships and feedback on students' engagement with learning / |
| title_exact_search | The influence of teacher-student relationships and feedback on students' engagement with learning / |
| title_full | The influence of teacher-student relationships and feedback on students' engagement with learning / by Roger Wood. |
| title_fullStr | The influence of teacher-student relationships and feedback on students' engagement with learning / by Roger Wood. |
| title_full_unstemmed | The influence of teacher-student relationships and feedback on students' engagement with learning / by Roger Wood. |
| title_short | The influence of teacher-student relationships and feedback on students' engagement with learning / |
| title_sort | influence of teacher student relationships and feedback on students engagement with learning |
| topic | Teacher-student relationships. http://id.loc.gov/authorities/subjects/sh85132960 Communication in education. http://id.loc.gov/authorities/subjects/sh85029062 Communication en éducation. Education. bicssc Educational psychology. bicssc Child & developmental psychology. bicssc EDUCATION Administration General. bisacsh EDUCATION Organizations & Institutions. bisacsh Communication in education fast Teacher-student relationships fast |
| topic_facet | Teacher-student relationships. Communication in education. Communication en éducation. Education. Educational psychology. Child & developmental psychology. EDUCATION Administration General. EDUCATION Organizations & Institutions. Communication in education Teacher-student relationships |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1848391 |
| work_keys_str_mv | AT woodroger theinfluenceofteacherstudentrelationshipsandfeedbackonstudentsengagementwithlearning AT woodroger influenceofteacherstudentrelationshipsandfeedbackonstudentsengagementwithlearning |