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
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| 245 | 1 | 4 | |a The influence of teacher-student relationships and feedback on students' engagement with learning / |c by Roger Wood. |
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| 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 | |
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| 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. |
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| dewey-raw | 371.1022 |
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| discipline | Pädagogik |
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| indexdate | 2024-11-26T14:54:15Z |
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| language | English |
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| 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-EDU FWS_PDA_EDU 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 |
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