Shortcuts
Top of page (Alt+0)
Page content (Alt+9)
Page menu (Alt+8)
Your browser does not support javascript, some WebOpac functionallity will not be available.
.
Default
.
PageMenu
-
Main Menu
-
Simple Search
.
Preferences
.
.
Member Services
.
Exit Webopac
.
LIBERO Portal Search
.
Catalogo Univ. Pontificia Salesiana
.
EbscoHost
.
Univ. Pontificia Salesiana
.
Search Menu
Simple Search
.
Advanced Search
.
Expert Search
.
Journal Search
.
Refine Search Results
.
New Items Search
.
Bottom Menu
Help
About
.
Languages
Italian
.
English
.
German
.
New Items Menu
New Items Search
.
New Items List
.
© LIBERO v6.4.1sp220816
Page content
You are here
:
Catalogue Display
Catalogue Display
Teachers’ conditional regard and students’need satisfaction and agentic engagement: A multilevel motivation mediation model.
.
Bookmark this Record
Catalogue Record 81578
.
Catalogue Information
Catalogue Record 81578
.
Catalogue Information
Field name
Details
Nuova numerazione
81578
Collocazione
UPS BIBL CENTR 39-B-921
Autore
COHEN, R.
Titolo
Teachers’ conditional regard and students’need satisfaction and agentic engagement: A multilevel motivation mediation model. Parte componente di periodico
Descrizione fisica
pp. 790-803.
Nota generale
Estratto da: Journal of youth and adolescence, 2020, 49, 4.
Riassunto
Teachers’ conditional positive regard and conditional negative regard are common motivational techniques in the classroom.This study investigated their respective effects on adolescent students’ agentic engagement, while considering students’ basic psychological needs for autonomy and relatedness as potential mediators. Data collected from 30 teachers and 651 7thto 10th graders (52% female) were used to test a multilevel mediation model. The results indicated that teachers’ conditional negative regard undermined students’agentic engagement by frustrating both of their autonomy and relatedness needs.Teachers’ conditional positive regard thwarted students’ sense of autonomy, which consequently undermined their agentic engagement. The findings are discussed in terms of conditional positive and negative regard as undesirable classroom motivational practices and the mechanisms through which they operate. The discussion also notes the importance of investigating contextual factors at the classroom level.
Tipo di documento
RICERCA.
Soggetto
ISRAELE.
ADOLESCENTI.
COMPORTAMENTO.
DOCENTI.
RELAZIONE.
RENDIMENTO.
BENESSERE.
BISOGNI.
AUTOVALUTAZIONE.
STUDENTI.
Ambito
Sociologico
Psicologico
Autore Secondario
MOED, A.
SHOSHANI, A.
ROTH, G.
KANAT-MAYMON, Y.
Titolo correlato
Journal of youth and adolescence, 2020, 49, 4.
Accesso online
Scheda EBSCO
.
ISBD Display
Catalogue Record 81578
.
Tag Display
Catalogue Record 81578
.
Related Works
Catalogue Record 81578
.
Marc XML
Catalogue Record 81578
.
Add Title to Basket
Catalogue Record 81578
.
Catalogue Information 81578
Beginning of record
.
Catalogue Information 81578
Top of page
.
Download Title
Catalogue Record 81578
Export
This Record
As
Labelled Format
Bibliographic Format
ISBD Format
MARC Format
MARC Binary Format
MARCXML Format
User-Defined Format:
Collocazione
Autore Persona
Autore Ente
Autore Congresso
Titolo Uniforme
Titolo Uniforme
Titolo
Pubblicazione
Descrizione fisica
Serie - Contenuto
Contenuto in
Abstract
Parola chiave
Autore secondario Persona
To
File
Email
Quick Search
Search for