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  • 1
    Language: English
    In: Oxford Review of Education, 04 May 2014, Vol.40(3), pp.370-388
    Description: This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher-student relationships is proposed. A possible agenda for future research is outlined.
    Subject(s): Teacher-Student Relationship ; Higher Education ; Faculty-Student Interaction ; Education
    ISSN: 0305-4985
    E-ISSN: 1465-3915
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  • 2
    Language: German
    In: Zeitschrift für Bildungsforschung, 7/2011, Vol.1(2), pp.97-113
    Description: In der Selbstbestimmungstheorie werden neben der intrinsischen Motivation verschiedene Formen extrinsischer Motivation unterschieden. Dabei wird die Freude am Lernen als positive, aktivierende Emotion, die mit positiven Lernhandlungen und hoher Leistung verknüpft ist, für die intrinsische Motivation als konstitutiv betrachtet. Der Zusammenhang zu den anderen Motivationsformen hingegen ist bisher empirisch weitgehend ungeklärt. An diesem Punkt setzt die vorliegende Studie an. Es wurden 356 Schüler und Schülerinnen aus österreichischen Hauptschulen zu zwei Messzeitpunkten (6. und 7. Schulstufe) mittels Fragebögen zu ihrer Motivation, ihrer Lernfreude, der Mitarbeit und der Leistung in der Schule befragt. Die Ergebnisse aus Pfadanalysen bestätigen die positive Beziehung zwischen der identifizierten Motivation und die negative Beziehung zwischen der externalen Motivation und der Lernfreude. Die introjizierte Regulation korreliert in der 7. Schulstufe schwach positiv, in der 6. Schulstufe nicht mit der Lernfreude. Die Mitarbeit weist sowohl positive Bezüge zur Lernfreude als auch zur identifizierten und introjizierten Motivation, jedoch negative Bezüge zur externalen Motivation auf. Eine hohe Mitarbeit ist förderlich für die Leistung. (DIPF/Orig.). Self-Determination-Theory differentiates between intrinsic motivation and four distinct types of instrumental motivation that vary in the degree of experienced self-determination. Learning enjoyment as an activating emotion that goes along with positive learning behaviour and high achievement is regarded as part of intrinsic motivation while the association between learning enjoyment and instrumentally regulated motivational states is still empirically unclear. The present study focuses on the associations between instrumental motivational forms, learning enjoyment, positive behavioural learning engagement, and students' achievement. The data consists of answers of 356 students of lower secondary schools to questionnaires administered at two measurement points (during grade 6, grade 7). Results of path analyses confirm the positive association between identified motivation and the negative association between external motivation and learning enjoyment. No association could be shown between introjected motivation and learning enjoyment in grade 6, but results revealed a weak positive correlation in grade 7. In turn, learning enjoyment - but also identified and introjected motivation - correlated positive with positive behavioural engagement in the classroom which was associated with higher student achievement. (Orig.).
    Subject(s): Empirische Untersuchung ; Emotion ; Selbstbestimmung ; Jugendalter ; Schuljahr 06 ; Schuljahr 07 ; Sekundarstufe I ; Hauptschule ; Lernen ; Lernmotivation ; Motivation ; Leistung ; Mitarbeit ; Theorie ; Österreich;
    ISSN: 2190-6890
    E-ISSN: 2190-6904
    Source: Springer (via CrossRef)
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  • 3
    Language: English
    In: Research Papers in Education, 15 March 2014, Vol.29(2), pp.240-262
    Description: This article addresses the issue of university teachers' emotions generated through teaching and interacting with students. While research on school teachers' emotions is on the increase, interest in the significance of university teachers' emotions is still limited. In light of the growing attention given to the quality of university teaching around the world, and evidence of the impact of emotions on school teachers' well-being and teaching practice, a better understanding of the origin and nature of emotions experienced by university teachers is needed. This article presents the findings of a small longitudinal study with 15 university teachers from two public Australian universities. Two in-depth interviews with each teacher generated rich accounts, examples and reflections on their emotional experiences during teaching. The qualitative analysis revealed the range of positive and negative emotions triggered in specific teaching-learning situations. Three major themes related...
    Subject(s): Higher Education ; Emotions ; Teacher Emotions ; Student-Teacher Relationship ; Education
    ISSN: 0267-1522
    E-ISSN: 1470-1146
    Source: Taylor & Francis (Taylor & Francis Group)
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  • 4
    Language: German
    In: Zeitschrift für Bildungsforschung, 2011, Vol.1(2), pp.97-113
    Description: In der Selbstbestimmungstheorie werden neben der intrinsischen Motivation verschiedene Formen extrinsischer Motivation unterschieden. Dabei wird die Freude am Lernen als positive, aktivierende Emotion, die mit positiven Lernhandlungen und hoher Leistung verknüpft ist, für die intrinsische Motivation als konstitutiv betrachtet. Der Zusammenhang zu den anderen Motivationsformen hingegen ist bisher empirisch weitgehend ungeklärt. An diesem Punkt setzt die vorliegende Studie an. Es wurden 356 Schüler und Schülerinnen aus österreichischen Hauptschulen zu zwei Messzeitpunkten (6. und 7. Schulstufe) mittels Fragebögen zu ihrer Motivation, ihrer Lernfreude, der Mitarbeit und der Leistung in der Schule befragt. Die Ergebnisse aus Pfadanalysen bestätigen die positive Beziehung zwischen der identifizierten Motivation und die negative Beziehung zwischen der externalen Motivation und der Lernfreude. Die introjizierte Regulation korreliert in der 7. Schulstufe schwach positiv, in der 6. Schulstufe nicht mit der Lernfreude. Die Mitarbeit weist sowohl positive Bezüge zur Lernfreude als auch zur identifizierten und introjizierten Motivation, jedoch negative Bezüge zur externalen Motivation auf. Eine hohe Mitarbeit ist förderlich für die Leistung. Self-Determination-Theory differentiates between intrinsic motivation and four distinct types of instrumental motivation that vary in the degree of experienced self-determination. Learning enjoyment as an activating emotion that goes along with positive learning behaviour and high achievement is regarded as part of intrinsic motivation while the association between learning enjoyment and instrumentally regulated motivational states is still empirically unclear. The present study focuses on the associations between instrumental motivational forms, learning enjoyment, positive behavioural learning engagement, and students’ achievement. The data consists of answers of 356 students of lower secondary schools to questionnaires administered at two measurement points (during grade 6, grade 7). Results of path analyses confirm the positive association between identified motivation and the negative association between external motivation and learning enjoyment. No association could be shown between introjected motivation and learning enjoyment in grade 6, but results revealed a weak positive correlation in grade 7. In turn, learning enjoyment—but also identified and introjected motivation—correlated positive with positive behavioural engagement in the classroom which was associated with higher student achievement.
    Subject(s): Self-determination theory ; Instrumental learning motivation ; Learning enjoyment ; Learning emotions ; Adolescence ; Learning
    ISSN: 2190-6890
    E-ISSN: 2190-6904
    Source: Springer Science & Business Media B.V.
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  • 5
    Article
    Article
    2018
    ISSN: 0340-4099 
    Language: German
    In: Unterrichtswissenschaft, 2018, Vol.46(2), pp.141-164
    Description: Der Beitrag untersucht auf Basis eines appraisal-theoretischen Ansatzes der Emotionsgenese die Bedeutung des subjektiv wahrgenommenen Schüler/innenverhaltens für die Lehrer/innenemotionen sowie die Konsequenzen der Emotionen für das berufliche Wohlbefinden und das Unterrichtsverhalten (Autonomieunterstützung). 132 österreichische Gymnasiallehrkräfte wurden hierzu schriftlich befragt. Die Ergebnisse belegen enge Beziehungen zwischen dem Schüler/innenverhalten und den Lehrer/innenemotionen sowie den Emotionen und dem beruflichen Wohlbefinden. Deutlich schwächer und überwiegend nicht-signifikant war die Beziehung zur Autonomieunterstützung im Unterricht; vor allem unter Kontrolle der Lehrer/innenselbstwirksamkeit. Based on an appraisal-theoretical approach to emotions, the present study examined the relevance of student classroom behaviour on teacher emotions as well as the consequences of teacher emotions on occupational well-being and teaching behaviour with regard to autonomy support. Participants were 132 Austrian secondary school teachers, who filled in questionnaires. The results reveal strong associations between student behaviour and teacher emotions and also between emotions and occupational well-being. The association was weaker for autonomy support, in particular after controlling for teaching self-efficacy.
    Subject(s): Teacher emotions ; Instruction ; Autonomy support ; Well-being
    ISSN: 0340-4099
    E-ISSN: 2520-873X
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  • 6
    Language: English
    In: The Australian Educational Researcher, 2014, Vol.41(3), pp.261-281
    Description: This article addresses the issue of teacher educators’ emotion display when teaching and interacting with students. Little is known about this phenomenon in higher education generally, and teacher education specifically. An empirical study was conducted to address this gap by investigating teacher educators’ views on appropriate and inappropriate emotion display and its functions in the process of teaching. The study also examined how teachers used emotion regulation strategies to manage the intensity of their experienced emotions. The participants (six male, nine female) were from two public Australian universities and were all teaching first-year students in pre-service education. Data were collected through in-depth, semi-structured face-to-face interviews. Qualitative analyses revealed that these teachers viewed the open expression of positive emotions as an integral aspect of their teaching practice. In terms of negative emotions, they reported the criticality of controlling such experiences, and the occasional need to completely conceal them. Some reflected on the instrumental functions and conscious use of emotion display and emotion suppression. Findings are discussed in light of prior research; limitations of this exploratory study are addressed, and directions for future research are outlined.
    Subject(s): Emotion expression ; Emotion display ; Emotion suppression ; Emotion regulation ; Teacher education ; Higher education teaching
    ISSN: 0311-6999
    E-ISSN: 2210-5328
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  • 7
    Language: English
    In: Oxford review of education, 04 May 2014, Vol.40(3), pp.370-388
    Description: This article reviews the extant research on the relationship between students and teachers in higher education across three main areas: the quality of this relationship, its consequences and its antecedents. The weaknesses and gaps in prior research are highlighted and the importance of addressing the multi-dimensional and context-bound nature of teacher-student relationships is proposed. A possible agenda for future research is outlined.
    Subject(s): Faculty–Student Interaction ; Higher Education ; Teacher–Student Relationship
    ISSN: 0305-4985
    Source: MEDLINE/PubMed (U.S. National Library of Medicine)
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  • 8
    In: Journal of Education and Training Studies, 04/01/2014, Vol.2(2)
    Description: While many studies confirm that positive emotions, including enjoyment, lead to better student achievement, less empirical evidence exists about possible mediator variables that link achievement to enjoyment. It is proposed that achievement and enjoyment form a circular dependency; enjoyment in learning leads to higher achievement but a degree of achievement is required to enjoy learning. This study provides insight into the reverse of the much studied enjoyment to achievement link and provides practical recommendations on how to use these findings. Founded in Control-value theory, which suggests that control and value cognitions are important variables that mediate the connection between enjoyment and achievement, this study explores the reciprocal achievement-cognition-enjoyment link. The reciprocal link was investigated by applying a one year longitudinal design to students of grade 6 and 7 (N = 356). This age group was chosen because early adolescence represents a critical period during which a strong decrease in positive learning emotions is observed. Part of the work involved identifying factors that might be responsible for this negative development. Results of cross-lagged path analysis identified reciprocal effects between student achievement and enjoyment with control and value cognitions functioning as partial mediators. High achievement goes with high control and value cognitions, which in turn positively affect enjoyment. However, cross-lagged correlations could only be partly confirmed. The results are discussed in terms of theoretical and practical implications
    Subject(s): Education;
    ISSN: 2324-805X
    E-ISSN: 2324-8068
    Source: CrossRef
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  • 9
    Language: English
    In: Journal of Education and Training Studies, Apr 2014, Vol.2(2), pp.20-30
    Description: While many studies confirm that positive emotions, including enjoyment, lead to better student achievement, less empirical evidence exists about possible mediator variables that link achievement to enjoyment. It is proposed that achievement and enjoyment form a circular dependency; enjoyment in learning leads to higher achievement but a degree of achievement is required to enjoy learning. This study provides insight into the reverse of the much studied enjoyment to achievement link and provides practical recommendations on how to use these findings. Founded in Control-value theory, which suggests that control and value cognitions are important variables that mediate the connection between enjoyment and achievement, this study explores the reciprocal achievement-cognition-enjoyment link. The reciprocal link was investigated by applying a one year longitudinal design to students of grade 6 and 7 (N = 356). This age group was chosen because early adolescence represents a critical period during which a strong decrease in positive learning emotions is observed. Part of the work involved identifying factors that might be responsible for this negative development. Results of cross-lagged path analysis identified reciprocal effects between student achievement and enjoyment with control and value cognitions functioning as partial mediators. High achievement goes with high control and value cognitions, which in turn positively affect enjoyment. However, cross-lagged correlations could only be partly confirmed. The results are discussed in terms of theoretical and practical implications.
    Subject(s): Early Adolescents ; Academic Achievement ; Psychological Patterns ; Longitudinal Studies ; Grade 6 ; Grade 7 ; Emotional Response ; Negative Attitudes ; Positive Attitudes ; High Achievement ; Correlation ; Low Achievement ; Urban Schools ; Suburban Schools ; Questionnaires ; Foreign Countries ; Self Concept ; Academic Ability ; Likert Scales ; Mathematics Achievement ; English (Second Language) ; German ; Statistical Analysis ; Grade Point Average ; Austria ; Grade 6 ; Intermediate Grades ; Middle Schools ; Elementary Education ; Grade 7 ; Junior High Schools ; Secondary Education ; Austria
    ISSN: 2324-805X
    E-ISSN: 23248068
    Source: © ProQuest LLC All rights reserved〈img src="https://exlibris-pub.s3.amazonaws.com/PQ_Logo.jpg" style="vertical-align:middle;margin-left:7px"〉
    Source: ERIC (ProQuest)
    Source: ProQuest Social Sciences Premium Collection
    Source: ProQuest Sociology Collection
    Source: Education Collection
    Source: Social Science Premium Collection
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  • 10
    Language: English
    In: European Journal of Psychology of Education, 2018, Vol.33(2), pp.295-317
    Description: Especially for students in lower achievement levels, there is a significant negative trend in academic self-determined motivation across childhood through adolescence and more so in maths than in any other school subject. To counteract this negative development, a multicomponent intervention study based on the main ideas of self-determination theory, students’ emotions in relation to maths, and the concept of self-regulation was developed and implemented in Swiss seventh-grade maths classes with basic demands. The study applied a quasi-experimental design comparing two experimental groups (combined student/teacher group: teachers and students participated in the intervention; student-only group: only students participated in the intervention) and a control group. Intervention effects were evaluated longitudinally (pre-post test) via self-reports of 348 students. Within-group results ( t tests) showed no significant changes for students in the control group, a significant decrease in intrinsic and identified motivation for students in the student-only group, and a significant increase in intrinsic motivation and self-concept for students in the combined student/teacher group. Multivariate analyses of covariance controlling for pre-test variables as well as gender and migration background showed significant group effects. As the most positive effects were found for students in the student/teacher group, the results highlight the importance of co-constructed teaching and learning.
    Subject(s): Intervention ; Self-determination theory ; Motivation ; Self-concept ; Mathematics
    ISSN: 0256-2928
    E-ISSN: 1878-5174
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