The associations between teachers' lesson-specific emotions and observed teacher-student interactions and student engagement [0.03%]
教师具体教学情绪、师生互动与学生学习动机的关系研究
Sanni Pöysä,Kati Vasalampi,Joona Muotka et al.
Sanni Pöysä et al.
Background: Teachers' emotions while teaching are associated to how they teach. Prior research has evidenced such associations mostly based on teacher or student ratings of different teaching behaviours. ...
Is it in their words? Teachers' enthusiasm and their natural language in class-A sentiment analysis approach [0.03%]
他们做到了吗？教师课堂上的热情和自然语言分析——一种情感方法
Anne C Frenzel,Hannah Kleen,Anton K G Marx et al.
Anne C Frenzel et al.
Introduction: Teacher enthusiasm is an undisputedly important characteristic of teachers, with demonstrated positive effects on student outcomes. Existing research typically operationalised teacher enthusiasm via trait-ba...
Antecedents of university students' self-leadership: The roles of teacher developmental feedback and student proactive vitality management [0.03%]
高校生成就自我的前因：教师发展性反馈和学生自我管理的作用
Dongdong Wang,Zongrui Liu,Yun Wang et al.
Dongdong Wang et al.
Background: Self-leadership is of significant importance to the growth and development of college students. However, few studies have systematically examined how teachers and college students can work together to cultivat...
Exploring the congruence between perceived parent-teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysis [0.03%]
基于多项式回归与响应面分析的父母-教师成就目标一致性对学生学业成果影响研究
Ningning Zhao,Diya Dou,Xiaohan Chen et al.
Ningning Zhao et al.
Background: The achievement goals set by parents and teachers play a crucial role in shaping students' personal goal orientation and academic performance. Previous studies have revealed discrepancies between achievement g...
Academic motivation-achievement cycle and the behavioural pathways: A short-timeframe experiment with manipulated perceived achievement [0.03%]
学术动机成就循环的行为路径：一种操作感知成就的短期实验框架
TuongVan Vu,Martijn Meeter,Abe Hofman et al.
TuongVan Vu et al.
Background: The purported reciprocity between motivation and academic achievement in education has largely been supported by correlational data. Aims: ...
Effects of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning: A cognitive load perspective [0.03%]
从认知负荷角度探究顺序使用L1和双语字幕对英语词汇附带学习的影响
Xin Yuan,Xuan Tang
Xin Yuan
Aim: From the perspective of cognitive load theory, the present study examined the relative effectiveness of the sequential use of L1 and bilingual subtitles on incidental English vocabulary learning. ...
Promoting effective transitions: Primary school social-emotional competencies predict secondary school reading and numeracy achievement [0.03%]
有效的过渡：小学社会情感能力预测中学的阅读和数学成绩
Emma J Carpendale,Melissa J Green,Sonia L J White et al.
Emma J Carpendale et al.
Background: The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to acad...
Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement [0.03%]
动机与学业成绩的关系是单向的还是相互的？自主和 Controlled 动机与数学学业成绩的互惠关系分析
Elisa Santana-Monagas,Fernando Núñez-Regueiro,Juan L Núñez
Elisa Santana-Monagas
Background: While it's clear that autonomous motivation significantly boosts academic success, there are conflicting findings regarding the opposite relation. Besides, the reciprocal relations among controlled motivation ...
Motivating tones to enhance education: The effects of vocal awareness on teachers' voices [0.03%]
激励语气以增强教育：声语意识对教师声音的影响
Silke Paulmann,Netta Weinstein
Silke Paulmann
Background: Effective classroom communication is key to shaping the learning environment and inspiring student engagement. And, it's not just what is said, but how it's said, that influences students. Yet, few (current or...
'No words'-Machine-learning classified nonverbal immediacy and its role in connecting teacher self-efficacy with perceived teaching and student interest [0.03%]
《妙不可言——非言语即时性在教学效能感与教学生兴趣关系中的作用及机器学习分类研究》
Rebecca Lazarides,Jonas Frenkel,Uroš Petković et al.
Rebecca Lazarides et al.
Background: Much is known about the positive effects of teachers' self-efficacy on instruction and student outcomes, but the processes underlying these relations are unknown. ...