Titlebook: Globalisation and Dominant Models of Motivation Theories in Education; Joseph Zajda Book 2023 The Editor(s) (if applicable) and The Author

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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

時(shí)間等

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.

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考博

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.

符合國(guó)情

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.

被告

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.

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,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.

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