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...
An exploratory study on the perceived effectiveness of teacher interventions in bullying: Insights from the students' perspective [0.03%]
一项关于教师干预欺凌行为有效性的探索性研究——从学生的视角看
Noelia Muñoz-Fernández,Sebastian Wachs,Nuria Marcenaro et al.
Noelia Muñoz-Fernández et al.
Background: Bullying remains a significant problem in schools, affecting student well-being. Teachers, as primary responders, are crucial in mitigating these effects. However, the impact of different teacher intervention ...
The essential role of peer relationships in students' motivation during adolescence [0.03%]
同伴关系在青少年学生动机形成中的重要作用
Fabian Schimmelpfennig
Fabian Schimmelpfennig
Background: Mid-adolescence is a critical developmental stage during which peer relationships become increasingly important, while academic motivation tends to reach its nadir. Although positive peer relationships are kno...
Relating differently: Assessing and comparing associations between social and affective adjustment factors in immigrant and non-immigrant students [0.03%]
不一样的关系：移民与非移民学生之间的社会和情感适应因素的评估与比较
Mafalda L Campos,Francisco Peixoto
Mafalda L Campos
Background: Immigrant students face additional challenges in educational settings. Current research lacks understanding of the associations between social aspects of students' school life, their impact on adjustment and h...
Unveiling situation-specific emotion regulation behaviour among teachers: Insights from a multilevel latent profile analysis [0.03%]
基于多层次潜在剖面分析揭示教师情绪调节行为的境遇性特征及启示
Tanja Bross,Anne Christiane Frenzel,Ulrike Elisabeth Nett
Tanja Bross
Background: In their daily work life, teachers experience various situations in which they need to regulate their emotions. Possible factors that influence the use of different emotion regulation strategies include the em...