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Rozprawy doktorskie na temat „Teacher motivational beliefs”

Autor: Grafiati

Data publikacji: 3 grudnia 2024

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1

Duan, Xuejing. "The Effects of Social Support from Parent, Teacher, and Peers on High School Students' Math Achievement: The Mediational Role of Motivational Beliefs." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/96213.

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The present study explored the direct influences of contextual social support, including parental involvement, perceived teacher support, and peer influence, on 11th-grade students' math achievement. The study also examined the indirect influences of these contextual social support factors on students' achievement through their math motivation in math courses. The first follow-up year data of High School Longitudinal Study of 2012 (HSLS: 09) was used for this study. Structural equation modeling (SEM) served as the main statistical technique to examine the relationships among variables. The res

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Vriesema, Christine Calderon, and Christine Calderon Vriesema. "How Perceived School Context Shapes Teachers' Beliefs, Motivation, and Turnover Intentions." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624491.

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This dissertation examined different facets of teacher turnover in Southern Arizona by using literature from education, educational psychology, and industrial and organizational psychology. The purpose of synthesizing across research domains was to obtain a more nuanced understanding of the phenomenon. Motivation for the study reflected the teacher shortages faced on a national (Sutcher, Darling-Hammond, & Carver-Thomas, 2016) and regional level (Educator Retention and Recruitment Task Force, 2015). In order to identify potential strategies for increasing teacher retention, the dissertation

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Shalter, Bruening Paige. "Pre-Service Teacher Beliefs about Student Motivation." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275444054.

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Ponnock, H. Annette Roché. "Science Teachers' Epistemic Cognition in Instructional Decision Making." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/465212.

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Educational Psychology<br>Ph.D.<br>One understudied barrier to science education reform concerns teachers’ cognitive processes and how they relate to instructional decision-making. Epistemic cognition—teachers’ beliefs about knowledge and knowledge acquisition and goals for their students’ knowledge acquisition—could provide important insights into the choices science teachers make in the classroom and why they might and might not adopt different instructional practices. Previous research has found mixed results regarding the relationship between beliefs and practice. Uniquely, science teacher

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Dawson, Heather S. "Teachers’ Motivation and Beliefs in a High-Stakes Testing Context." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338399669.

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Dutton, Janet Louise. "English teachers in the making: Portraits of pre-service teachers’ journeys to teaching." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17176.

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This qualitative case study shapes a series of portraits of secondary English teachers in the making. It explores the narratives of four pre-service English teachers gathered at three key junctures of initial teacher education and traces the process of becoming (Britzman, 1991) inherent in learning to teach. In so doing it explores the nature and role of prior experiences in the initial shaping of beliefs about self as English teacher and investigates the continuities and shifts that are evident as the pre-service English teacher participants undertake their journey to English teaching. Close

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Gasiewicz, Rebecca E. "Informational Texts: Teacher Beliefs and the Elementary Classroom Phenomenon." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479819410470517.

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Gabillon, Zehra Duda Richard. "L2 Learners' and L2 Teachers' Stated L2 Beliefs." S. l. : Université Nancy 2, 2007. http://cyberdoc.univ-nancy2.fr/htdocs/docs_ouvert/doc279/2007NAN21010.pdf.

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Hongsa-ngiam, Anusak. "An investigation of physics instructors' beliefs and students' beliefs, goals and motivation for studying physics in Thai Rajabhat Universities." Connect to thesis, 2006. http://portal.ecu.edu.au/adt-public/adt-ECU2007.0011.html.

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Gabillon, Zehra. "L2 Learners' and L2 Teachers' Stated L2 Beliefs." Thesis, Nancy 2, 2007. http://www.theses.fr/2007NAN21010/document.

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Ce mémoire est une étude exploratoire des représentations d'un groupe d'étudiants universitaires, relatives à l'apprentissage de l'anglais. Dans cette étude, les apprenants sont des étudiants de DUT dont la vocation est de devenir techniciens en Réseaux et Télécoms. L'étude s'est déroulée à l'IUT de Mont de Marsan qui fait partie de l'université de Pau et des Pays de l'Adour. Dans ce travail, nous nous sommes également attachés à étudier les représentations des enseignants dans le but de détecter des inadéquations entre les représentations des apprenants et celles des enseignants. Dans le but

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Artis, Ronald Jay. "Beliefs about education that attract community college faculty into higher education and motivate them to stay in higher education /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Robertson, Laura, and M. Gail Jones. "Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/765.

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This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analys

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Shafiq, Farah. "An investigation of emotional intelligence, epistemic beliefs and academic intrinsic motivation among student teachers in Pakistan." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8411/.

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Educational research has emphasised the importance of emotional intelligence, epistemic beliefs and academic intrinsic motivation to the teaching and learning process, with a large number of studies focusing on these areas in different contexts and at different levels of education. The contribution the present study makes to this scholarship is threefold: firstly, it fills a gap in the literature by exploring these constructs with students enrolled on teacher education courses. Secondly, the research is conducted in the context of Pakistan, where there is a paucity of educational research conc

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Ward, Lindsey L. "Exploring facets of classroom management to promote student learning routine, procedure, and teachers' belief systems /." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0193.

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Sakiz, Gonul. "Does teacher affective support matter? An investigation of the relationship among perceived teacher affective support, sense of belonging, academic emotions, academic self-efficacy beliefs, and academic effort in middle school mathematics classrooms." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179794983.

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Neto, Ozório Saturnino Barbosa. "Evolução das crenças de licenciandos relacionadas ao ensino, à aprendizagem e à motivação - um estudo de caso do contexto do PIBID - física." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-10072018-111352/.

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Este trabalho apresenta os resultados de uma pesquisa realizada no âmbito do PIBID-Física da USP entre os anos de 2014 e 2015. Trata-se de uma observação participante que teve o objetivo principal de identificar o que quatro licenciandos pensavam em relação à motivação dos alunos. De que forma eles levam em conta essa questão? Além disso, identificamos suas crenças sobre ensino e aprendizagem, procurando indícios de uma evolução nessas crenças durante o período em que eles participaram do grupo assim como se há relação entre elas. Nosso trabalho de observação buscou acompanhar todas as reuniõe

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Moy, Brendan J. "Teaching against the grain: Learning designs for evolving physical education practice." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98195/1/Brendan_Moy_Thesis.pdf.

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This programme of study documents the implementation of an alternative teaching approach informed by contemporary learning theory, the Constraints Led Approach, within the QUT Physical Education Teacher Education course. The findings have contributed important practical implications for physical education teacher education, potentially resulting in an evolution of teaching practice compatible with the development of skilled, motivated learners. The study findings are being integrated into the QUT Physical Education Teacher Education programme with a view to improving pedagogical practice in sc

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Cereser, Cristina Mie Ito. "As crenças de autoeficácia dos professores de música." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/31429.

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O presente trabalho teve como objetivo investigar as crenças de autoeficácia dos professores de música para atuar na educação básica em relação a variáveis demográficas e de contexto. O referencial teórico do trabalho está fundamentado na perspectiva social cognitiva, mais especificamente na teoria da autoeficácia de Bandura. De acordo com o meu objetivo o survey se mostrou o método mais adequado para realizar esta pesquisa. Como instrumento de coleta de dados foi utilizado o questionário autoadministrado publicado na internet. Esse questionário foi constituído de questões sobre informações pe

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Moses, Ainna Kapango. "Namibian teachers' and learners' attitudes towards the new mathematics promotion requirements for grade 5-9: a qualitative case study / Ainna Kapango Moses." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9177.

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Mathematics achievement has received much attention in recent years and results have been presented after examining results from different counties. This contribution deals with the implementation of new Mathematic promotion requirements in Namibia. The research was conducted in Shambyu circuit, Kavango region, within a selected combined public school situated fifteen kilometres from Rundu in the North-Eastern part of Kavango. Teachers and learners in Namibia have not performed well in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) projects, especially i

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Fernandes, Aurelia Emilia de Paula. "Crenças dos gestores sobre ensino/aprendizagem de língua inglesa e motivação do professor." Universidade Federal de Viçosa, 2011. http://locus.ufv.br/handle/123456789/4837.

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Made available in DSpace on 2015-03-26T13:44:23Z (GMT). No. of bitstreams: 1 texto completo.pdf: 499593 bytes, checksum: a1a3e62fb1dde09bc2c0407e1df6ee2e (MD5) Previous issue date: 2011-02-23<br>This piece of research was conducted in a public school, in the city of Viçosa, Minas Gerais State, and aimed (a) to investigate the beliefs of the vice-director and supervisors about teaching and learning of English and its possible influence on the teacher s motivation to teach English, (b) to identify the differences and the similarities between their beliefs about teaching and learning of English

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Harper, Jennifer Le' Shay. "Infuences on pre-service teachers' beliefs about motivation." 2009. http://purl.galileo.usg.edu/uga%5Fetd/harper%5Fjennifer%5Fl%5F200905%5Fphd.

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Smith, Michael Tolman. "Exploring English as a Second Language teachers' beliefs about motivation." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1883.

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English as a Second Language (ESL) teachers’ beliefs about motivation are important but underexplored. Because research on human beliefs indicates that existing beliefs are the filters for new information, a better understanding of teacher beliefs about motivation is necessary in order to provide training on effective motivation strategies for ESL teachers. In order to investigate the beliefs and perspectives of ESL teachers on motivation, 11 teachers at a university intensive English program, from a pool of 32, volunteered to participate in a self-reporting, open-ended interview to sh

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Kang, Nam-Hwa. "Preservice secondary science teachers' habitus and beliefs about teaching and student motivation." 2002. http://purl.galileo.usg.edu/uga%5Fetd/kang%5Fnam%5Fh%5F200208%5Fphd.

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Hung, Hsu-ju, and 洪淑如. "A Study of Kindergaten Practice Teachers'' Teaching Beliefs, Achievement Motivation and Teaching Commitments --Exemplified by Kindergarten Teacher Education Program Trainees in Central Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/20668997906375741235.

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碩士<br>朝陽科技大學<br>幼兒保育系碩士班<br>97<br>This research probes into the correlation of kindergarten practice teachers’ teaching beliefs, achievement motivation, and teaching commitments. The research samples target kindergarten teacher education program trainees of four universities in central Taiwan. (i.e. Chaoyang University of Technology, National Taichung University, Providence University, and Hungkuang University) The study methods adopted are The Questionnaire/Survey (246 valid samples) and Interview (10 trainees) implemented to systematically collect data related to the kindergarten practice t

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Shankar, Shobha. "The contribution of teacher beliefs and student motivation on the academic lives of different learners." Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-12-2321.

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Today's classrooms have a significant diversity of learners who are expected to engage in similar academic activities and meet common standards of academic competency irrespective of their individual differences. As a result, for many students, school is a challenging endeavor that elicits emotional responses ranging from low self-efficacy to frustration, stress and anxiety. Research has shown that factors such as students' motivation and teachers' beliefs are important influencers of classroom achievement. These factors determine students' persistence towards their academic goals as well as t

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"Cultural values and motivational beliefs as antecedents to Hong Kong student teachers' achievement goals and learning strategies (China)." 2003. http://library.cuhk.edu.hk/record=b6073585.

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"March 2003."<br>Thesis (Ph.D.)--Chinese University of Hong Kong, 2003.<br>Includes bibliographical references (p. 238-258).<br>Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.<br>Mode of access: World Wide Web.<br>Abstracts in English and Chinese.

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Carnevale, Josephine. "The impact of self-assessment on mathematics teachers' beliefs and reform practices." 2006. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=442176&T=F.

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Lin, Wen-Cheng, and 林文正. "Relationship among sixth graders’ self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/94788900585066596395.

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碩士<br>國立屏東師範學院<br>教育心理與輔導研究所<br>90<br>Relationship among sixth graders’ self-regulated learning, the perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades Wen-Cheng Lin ABSTRACT The purpose of this study was to investigate the relationship among children’s self-regulated learning, their perceptions of teachers’ instructions on self-regulation, motivational beliefs, and math grades. Five hundreds and twenty-nine sixth graders were sampled from eleven schools in Ping

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Lai, Tzu-mien, and 賴足免. "A Study of Kindergarten Teachers’ Teaching Beliefs , Achievement Motivation and Teaching Effectiveness ─: Taking Four Counties in the Central Area of Taiwan as Examples." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/28890172533730020064.

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碩士<br>朝陽科技大學<br>幼兒保育系碩士班<br>97<br>This study was aimed to explore the relationship among kindergarten teachers’ teaching beliefs, achievement motivation, and teaching effectiveness. The current situations of kindergarten teachers’ teaching beliefs, achievement motivation, and teaching effectiveness were first investigated. Later, differences among teachers with different background variables were analyzed. Finally, the predicting power of teachers’ teaching beliefs and achievement motivation for their teaching effectiveness was also measured. In addition to a review of theories and literature

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Joynt, Rose Ellen. "Using authentic multi-media material to teach Italian culture : student opinions and beliefs." 2008. http://hdl.handle.net/2152/18128.

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This qualitative research aims to present students' beliefs about the role that culture plays in language learning and to understand their responses towards the use of authentic multi-media materials. Based on the results of the study, this dissertation describes the impact that authentic multi-media materials had on students' cultural knowledge and their overall language learning experience. The implications discussed in this study are based on students' responses and are relevant to foreign language instructors who are interested in the areas of culture teaching, authentic multi-media materi

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(9458222), Dongyao Tan. "Understanding Preservice Teachers' Intentions to Enact Autonomy Support: Drawing from Self-Determination Theory and Mindset Theory." Thesis, 2020.

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<div>Self-Determination Theory (Ryan & Deci, 1985, 2018) suggests that teachers’ autonomy support and control practices (i.e., motivate students through internal motivational resources or through external pressure and control) directly impact student motivation, achievement, and well-being (Ryan & Deci, 2018). To prepare future teachers who engage in autonomy support practices, the dissertation aimed to examine preservice teachers’ intentions to enact autonomy and control, and the individual beliefs and motivations predicting such intentions, through a combined perspective of Self-Determinatio

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Kufakunesu, Moses. "The influence of irrational beliefs on the mathematics achievement of secondary school learners in Zimbabwe." Thesis, 2015. http://hdl.handle.net/10500/20072.

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This study explored the influence of irrational beliefs on adolescent secondary school learners’ Mathematics achievement in Zimbabwe. Learner, home and school factors which influence secondary school learners’ Mathematics achievement were discussed and relevant studies were scrutinised. The theoretical views of Albert Ellis regarding the characteristics, effects, acquisition and maintenance of irrational beliefs were discussed together with the major irrational beliefs and their possible relationship with learners’ Mathematics achievement. A sample of 306 randomly selected adolescent Mathemati

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Cheng-TaChen and 陳正達. "The Influence of Organizational Culture of Learning, Motivation of In-Service Education and Teaching Belief on Teachers “Integrative Activities Pedagogical Content Knowledge”of Junior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rjkntg.

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碩士<br>國立成功大學<br>教育研究所<br>105<br>The purpose of this study: 1. Investigate current status of Pedagogical Content Knowledge (PCK) of in-service and pre-service teachers. 2. Understand how the background variables affects teachers’ PCK. 3. Explore the relationship between the organizational culture of learning, motivation of in-service education and teaching belief on junior high school teachers in learning area of integrative activity. To achieve the goal, the author confirmed PCK of junior high school teachers in learning area of integrative activity on eight dimensions through literature r

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Chih-HanHsu and 許智涵. "The Relation between Perception of Teachers’ Belief and Junior High Students’ Learning Engagement in Integrative Activities: The Analysis of Mediated Effect of Expectancy-Value-Cost Motivation." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/848gf7.

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碩士<br>國立成功大學<br>教育研究所<br>107<br>The purposes of the study were as follows: (1) To develop students’ perception of teachers’ belief scale and examine the reliability and validity of it, and use it to explore the status of junior high students’ perception of teachers’ belief. (2) To examine the mediated effect of expectancy-value-cost motivation between teachers’ belief and learning engagement. To achieve the purposes, this study adopted 165 8th grade junior high school students to examine the scale, and 600 8th grade junior high school students were drawn to conduct CFA and test the study hypot

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Basalama, Nonny. "English teachers in Indonesian senior high schools in Gorontalo : a qualitative study of professional formation, identity and practice." Thesis, 2010. https://vuir.vu.edu.au/16041/.

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This study contributes to an understanding of why the implementation of new curriculum in the teaching of English as a foreign language continues to be unsuccessful in Indonesia, through exploring teachers’ own conceptualizations of themselves, and their responsibilities and practices as professionals. The study sets out to examine factors that have affected teachers through their formation as learners and as professionals, and considers how these factors influence their beliefs and attitudes towards their practice and their responses to curriculum change in secondary high school classrooms i

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Silva, Rita Martins da. "As crenças dos professores sobre a motivação dos alunos no ambiente de sala de aula : estudo no 3º ciclo de escolas públicas brasileiras e portuguesas." Doctoral thesis, 2021. http://hdl.handle.net/10400.12/8028.

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Tese apresentada para o cumprimento dos requisitos necessários à obtenção de grau de Doutor(a) em Ciências da Educação na área de especialização em Psicologia e Educação apresentada no ISPA – Instituto Universitário no ano de 2018<br>O presente estudo investiga as crenças dos professores sobre a motivação dos alunos no ambiente de sala de aula e teve como objetivo principal fazer um levantamento das crenças dos professores sobre a motivação dos alunos e relacioná-las com as perceções de clima de sala de aula e a motivação dos alunos. Este objetivo subdividiu-se em objetivos mais específicos,

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