標題: Titlebook: Globalisation and Dominant Models of Motivation Theories in Education; Joseph Zajda Book 2023 The Editor(s) (if applicable) and The Author [打印本頁] 作者: 不能平庸 時間: 2025-3-21 20:08
書目名稱Globalisation and Dominant Models of Motivation Theories in Education影響因子(影響力)
書目名稱Globalisation and Dominant Models of Motivation Theories in Education影響因子(影響力)學科排名
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書目名稱Globalisation and Dominant Models of Motivation Theories in Education網絡公開度學科排名
書目名稱Globalisation and Dominant Models of Motivation Theories in Education被引頻次
書目名稱Globalisation and Dominant Models of Motivation Theories in Education被引頻次學科排名
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書目名稱Globalisation and Dominant Models of Motivation Theories in Education讀者反饋
書目名稱Globalisation and Dominant Models of Motivation Theories in Education讀者反饋學科排名
作者: 失敗主義者 時間: 2025-3-22 00:15 作者: 絆住 時間: 2025-3-22 01:24 作者: BATE 時間: 2025-3-22 07:18
Social Cognitive Theories for Improving Engagement and Motivation,s the impact of Bandura’s social learning theory and social cognitive theories on students’ self-efficacy, self-esteem, self-regulation, engagement, and motivation, and the quality of engaging learning environments in inclusive classroom. The chapter discussed how motivation, as a key concept, was a作者: 有特色 時間: 2025-3-22 11:50 作者: Lamina 時間: 2025-3-22 14:10
Humanistic Approaches for Creating Effective Motivational Environments,lence, standards, equity and global competiveness. It examines major paradigm shifts in humanistic theories used in education, and the role of motivational theories impacting on schools and pedagogy, both locally and globally, promoting economic competitiveness, academic standards, and global monito作者: Lamina 時間: 2025-3-22 18:02
The Use of Discourse Analysis in Understanding Motivation,nicate power, values, discipline and control in the classroom. Foucault used the role of discourses in wider social processes of legitimating power and emphasizing the construction of current truths. The chapter argues that discourse analysis, as employed by Foucault, and others, concentrated on?ana作者: 遠地點 時間: 2025-3-22 22:09
Dominant Values Used in Motivation in Inclusive Schools,lence, standards, equity and global competiveness. It examines major paradigm shifts in values education, promoting academic standards, and global competiveness. The chapter discusses shifts in values education and the impact of cognitive, social cognitive, affective and psycho-motor domains on valu作者: 枯萎將要 時間: 2025-3-23 04:36
,The Impact of Motivation on Students’ Engagement and Performance, competiveness. It examines the role of motivation theories impacting on students in the classroom. The chapter evaluates values education and the impact of cognitive, social cognitive, affective and psycho-motor domains, used to motivate students to improve their performance in the classroom. Withi作者: irreducible 時間: 2025-3-23 06:51
https://doi.org/10.1007/978-3-8349-8475-3 standards, equity and global competiveness. It examines major paradigm shifts in education, and the role of motivation theories impacting on schools and pedagogy, both locally and globally, promoting economic competitiveness, academic standards, and global monitoring of educational quality and stan作者: 耐寒 時間: 2025-3-23 11:24
https://doi.org/10.1007/978-3-642-94158-0 and classroom management. It examines the impact of behavioural theory on students’ motivation, and the quality of engaging learning environments in inclusive classroom. Behavioural theories of learning are the only ones defining and focusing on standards of performance, beginning with behavioural 作者: TRUST 時間: 2025-3-23 15:44
https://doi.org/10.1007/978-3-658-27184-8tegies and performance. It examines various cognitive theory, such as identity theory of motivation, inquiry-based learning of motivation, achievement motivation theories, expectancy theory of motivation, self-determination theory of human needs, self-worth theory of motivation, cognitive dissonance作者: CRASS 時間: 2025-3-23 20:08 作者: voluble 時間: 2025-3-24 00:14
Scaffold-Free Biofabrication of Liver,ive and social constructivist learning in schools. It is argued that the relevance and effectiveness of constructivist pedagogy in the classroom is dependent on students’ characteristics, self-concept, self-esteem, self-efficacy, social and cultural diversity, engagement, and motivational strategies作者: Assemble 時間: 2025-3-24 04:04 作者: FOVEA 時間: 2025-3-24 09:10
https://doi.org/10.1007/978-3-642-47491-0nicate power, values, discipline and control in the classroom. Foucault used the role of discourses in wider social processes of legitimating power and emphasizing the construction of current truths. The chapter argues that discourse analysis, as employed by Foucault, and others, concentrated on?ana作者: 一夫一妻制 時間: 2025-3-24 11:02 作者: 鬼魂 時間: 2025-3-24 16:08
Einige Aspekte zur Kraftfahrzeug-Gasturbine, competiveness. It examines the role of motivation theories impacting on students in the classroom. The chapter evaluates values education and the impact of cognitive, social cognitive, affective and psycho-motor domains, used to motivate students to improve their performance in the classroom. Withi作者: 最初 時間: 2025-3-24 22:21 作者: enlist 時間: 2025-3-25 00:58 作者: precede 時間: 2025-3-25 06:06
https://doi.org/10.1007/978-3-031-42895-1academic achievement; comparative education; constructivist pedagogy; cultural identity in students; cul作者: Exclaim 時間: 2025-3-25 10:53 作者: dictator 時間: 2025-3-25 13:07
https://doi.org/10.1007/978-3-8349-8475-3 standards, equity and global competiveness. It examines major paradigm shifts in education, and the role of motivation theories impacting on schools and pedagogy, both locally and globally, promoting economic competitiveness, academic standards, and global monitoring of educational quality and standards.作者: 思考才皺眉 時間: 2025-3-25 15:48
https://doi.org/10.1007/978-3-642-94158-0 and classroom management. It examines the impact of behavioural theory on students’ motivation, and the quality of engaging learning environments in inclusive classroom. Behavioural theories of learning are the only ones defining and focusing on standards of performance, beginning with behavioural objectives in teachers’ lesson plans.作者: Flinch 時間: 2025-3-25 22:34 作者: 使無效 時間: 2025-3-26 01:30 作者: linguistics 時間: 2025-3-26 04:31 作者: Graphite 時間: 2025-3-26 10:03 作者: 荒唐 時間: 2025-3-26 16:14 作者: Brittle 時間: 2025-3-26 19:28 作者: 逃避責任 時間: 2025-3-26 21:59 作者: 洞穴 時間: 2025-3-27 02:25 作者: resistant 時間: 2025-3-27 09:16
Book 2023ing effective motivational environments, the use of discourse analysis in understanding motivation, and dominant values used in motivation in inclusive schools. This book contributes in a very scholarly way, to a more holistic understanding of the nexus between globalisation, dominant models of moti作者: 時間等 時間: 2025-3-27 12:00
https://doi.org/10.1007/978-3-658-27184-8 theory, cognitive evaluation theory, metacognition, constructivism, discourse analysis and motivation, self-efficacy, attribution theories, and goal theories of motivation. The chapter discusses the impact of cognitive theory on students’ motivation, and the resultant quality of engaging learning environments in inclusive classroom.作者: fibroblast 時間: 2025-3-27 14:49 作者: 考博 時間: 2025-3-27 19:42
Cognitive Theories for Creating Engaging Learning Environments, theory, cognitive evaluation theory, metacognition, constructivism, discourse analysis and motivation, self-efficacy, attribution theories, and goal theories of motivation. The chapter discusses the impact of cognitive theory on students’ motivation, and the resultant quality of engaging learning environments in inclusive classroom.作者: 符合國情 時間: 2025-3-28 00:08
Dominant Values Used in Motivation in Inclusive Schools,es, used to motivate students to improve their performance in the classroom. Within the cognitive domain, the chapter analyses the significance of intelligence, aptitude, attainment and personality in influencing values in the learning process.作者: 被告 時間: 2025-3-28 03:34
Social Cognitive Theories for Improving Engagement and Motivation,nd motivation, and the quality of engaging learning environments in inclusive classroom. The chapter discussed how motivation, as a key concept, was always a key feature of social learning and social cognitive theories.作者: Magnificent 時間: 2025-3-28 07:03
,The Impact of Motivation on Students’ Engagement and Performance,act of cognitive, social cognitive, affective and psycho-motor domains, used to motivate students to improve their performance in the classroom. Within the cognitive domain, the chapter reviews the significance of intelligence, aptitude, attainment and personality in influencing students’ engagement and performance.作者: Tdd526 時間: 2025-3-28 10:50 作者: Yourself 時間: 2025-3-28 16:31
https://doi.org/10.1007/978-3-642-47491-0lf-concept, self-esteem, self-efficacy, social and cultural diversity, engagement, and motivational strategies, school’s location, and the quality of teachers. Major variables impacting on the quality of the individuals learning process include cognitive, social and cultural dimensions.作者: adipose-tissue 時間: 2025-3-28 22:40 作者: NOMAD 時間: 2025-3-29 02:24
The Use of Discourse Analysis in Understanding Motivation,lf-concept, self-esteem, self-efficacy, social and cultural diversity, engagement, and motivational strategies, school’s location, and the quality of teachers. Major variables impacting on the quality of the individuals learning process include cognitive, social and cultural dimensions.作者: 沒血色 時間: 2025-3-29 05:06 作者: Senescent 時間: 2025-3-29 09:54
https://doi.org/10.1007/978-0-387-27843-8nd motivation, and the quality of engaging learning environments in inclusive classroom. The chapter discussed how motivation, as a key concept, was always a key feature of social learning and social cognitive theories.作者: 昏暗 時間: 2025-3-29 13:10
