Revealing teaching quality through lesson semantics: A GPT-assisted analysis of transcripts [0.03%]
基于课程语义揭示教学品质：一种GPT辅助分析方法
Richard Göllner,Rebecca Lazarides,Philipp Stark
Richard Göllner
Background: Existing conceptions of teaching quality assume that classroom interactions serve as the foundation for effective teaching. The resulting data necessitates analytical approaches capable of extracting the seman...
Peer cooperation and competition are both positively linked with mastery-approach goals: An achievement goal perspective [0.03%]
同伴合作与竞争都与掌握接近型目标呈正相关：成就目标视角
Yikang Chen,Jiajing Li,Harold Chui et al.
Yikang Chen et al.
Background: Research on the predictors of mastery-approach goals has focused primarily on the role of internal psychological and teacher-related factors. However, the role of one's peers, specifically peer cooperation and...
Research-practice partnerships in education: Benefits, challenges, methodological considerations and key enablers for change [0.03%]
教育领域的研究实践伙伴关系：效益、挑战、方法论考量及关键推动因素
Sarah McGeown,Simon Sjölund
Sarah McGeown
Background: Research-practice partnerships reflect collaborations between researchers and practice-based professionals to co-produce new research knowledge and are often cited as one way to narrow the widely recognized ga...
Perceived peer support, motivational self-regulation and academic achievement in adolescents [0.03%]
同伴支持感、动机自我调节与青少年学业成就之间的关系
E Villar,E Real-Deus,Z Martínez-López et al.
E Villar et al.
Background: According to the Self-Determination Theory, satisfaction of basic psychological needs for relatedness, competence and autonomy is a necessary basis of motivational self-regulation in students. Supportive acade...
Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary study [0.03%]
团队教师的具体课程情绪和感知教学质量——日记研究的结果
Gerda Hagenauer,Franziska Muehlbacher,Christoph Helm et al.
Gerda Hagenauer et al.
Background: Team teaching is a common practice in many schools. However, there is a lack of empirical evidence on how teachers' positive and negative affect triggered by their team-teaching partners is related to the (per...
The Academic Threat Appraisal Ratio Scale (ATARS): Insights into attainment, academic progression, and retention in higher education [0.03%]
学术威胁评估比率量表（ATARS）：透视高等教育中的学业成就、学术进步和留存率
Simon Cassidy
Simon Cassidy
Background: Previous studies examining threat appraisal and the influence of stress on human performance conclude that a challenge state leads to better performance than a threat state. Despite its potential, threat appra...
A process-oriented perspective on pre-service teachers' self-efficacy and their motivational messages: Using large language models to classify teachers' speech [0.03%]
基于过程的视角下的准教师自我效能感及其动机信息：利用大型语言模型分类教师言语
Olivia Metzner,Yindong Wang,Wendy Symes et al.
Olivia Metzner et al.
Background: Recent studies have examined the relation between teacher motivation, motivational messages and student learning but are limited to an achievement-related context, primarily using survey data. Moreover, our un...
Relations between university teachers' teaching-related coping strategies and well-being over time: A cross-lagged panel analysis [0.03%]
大学教师的教学应对策略与幸福感的纵向关系：前因还是后果？跨滞后分析研究
Kristina Stockinger,Martin Daumiller,Markus Dresel
Kristina Stockinger
Background: University teachers' well-being plays a critical role in their productivity and educational effectiveness. Apart from cross-sectional research on demographic and institutional/contextual correlates, insight in...
Student motivation and instructional clarity: Linking experience sampling method data to objective behavioural observations [0.03%]
学生动机和教学清晰度：用体验取样法数据链接客观行为观察结果
Alina Oschwald,Julia Moeller,Bärbel Kracke et al.
Alina Oschwald et al.
Theoretical background: Previous studies indicate that students' learning motivation varies across learning situations and is influenced by situational characteristics such as teaching behaviour. We focus on instructional...
Bridging teacher motivation and instruction: Relevance of student-oriented goals for teaching alongside personal achievement goals and self-efficacy [0.03%]
教师动机与教学之间的桥梁：以学生为导向的教学目标、个人成就目标和自我效能感的相关性
Martin Daumiller,Hanna Gaspard,Oliver Dickhäuser et al.
Martin Daumiller et al.
Background: Achievement goals and self-efficacy are key components of teacher motivation and crucial for teaching quality and student outcomes, yet the processes explaining why they lead to specific teaching behaviours re...