The Impact of Teacher Support on Chinese University Students’ Motivational Beliefs in EFL College Classrooms

키워드

참고문헌 (49)

1. Abrahim, S., "Structural equation modeling and confirmatory factor analysis of social media use and education", International Journal of Educational Technology in Higher Education, 16(1), pp.1~25 (2019)
2. Aelterman, N., "Toward an integrative and fine-grained insight in motivating and demotivating teaching styles : The merits of a circumplex approach", Journal of Educational Psychology, 111(3), pp.497~521 (2019)
3. Ames, C., "Classrooms : Goals, structures, and student motivation", Journal of Educational Psychology, 84(3), pp.261~271 (1992)
4. Anderman, E. M., "Handbook of research on student engagement", pp.173~191 (2012), Springer US
5. Appleton, J. J., "Measuring cognitive and psychological engagement : Validation of the Student Engagement Instrument", Journal of School Psychology, 44(5), pp.427~445 (2006)
6. Teacher as Social Context (TASC): Two measures of teacher provision of involvement, structure, and autonomy support (Technical Report), "Belmont, M.", University of Rochester, ~ (1992)
7. Benlahcene, A., "Personal best goals : Do they mediate the relationship between teacher autonomy support and student engagement", Malaysian Journal of Learning and Instruction, 17(1), pp.25~49 (2020)
8. Bergey, B. W., "Understanding the academic. motivations of students with a history of reading difficulty : An expectancy-valuecost approach", Learning and Individual Differences, 67, pp.41~52 (2018)
9. Bong, M., "Between-and within-domain relations of academic motivation among middle and high school students : self-efficacy, task value, and achievement goals", Journal of Educational Psychology, 93(1), pp.23~34 (2001)
10. Butler, J., "Feminist contentions" (2017), Routledge
11. Chi, W. L., "A study on the effects of teacher support on college student engagement based on self-determination theory", doctor, pp.2017
12. "Metacognition. Vanderbilt University Center for Teaching" (2013)[URL]
13. Cho, E., "Motivational predictors of struggling readers’reading comprehension : The effects of mindset, achievement goals, and engagement", Reading and Writing, 32, pp.1219~1242 (2019)
14. Collie, R. J., "Motivation and engagement in learning. In Oxford Research Encyclopedia of Education" (2019), Oxford University Press
15. Cook, V., "Second language learning and language teaching" (2016), Routledge
16. Deci, E. L., "The general causality orientations scale : Selfdetermination in personality", Journal of Research in Personality, 19(2), pp.109~134 (1985)
17. Dincer, A., "Motivation to speak English : A self-determination theory perspective", PASAA, 53(1), pp.1~25 (2017)
18. Dweck, C. S., "A social-cognitive approach to motivation and personality", Psychological Review, 95(2), pp.256~ (1988)
19. Eccles, J., "Age and gender differences in children’s self-and task perceptions during elementary school", Child Development, 64(3), pp.830~847 (1993)
20. Egbert, J., "A study of flow theory in the foreign language classroom", Modern Language Journal, 87(4), pp.499~518 (2003)
21. Elliot, A. J., "Achievement goals, study strategies, and exam performance : a mediational analysis", Journal of Educational Psychology, 91(3), pp.549~563 (1999)
22. Ertem, H. Y., "The role of teacher autonomy and school climate on goal orientations for teaching", Psycho-Educational Research Reviews, 10(2), pp.203~212 (2021)
23. Fathiyah, K. N., "Academic well-being and academic achievement : The role of goal orientation as a mediator", Insight : Jurnal Ilmiah Psikologi, 25(1), pp.92~108 (2023)
24. Fredricks, J. A., "School engagement : Potential of the concept, state of the evidence", Review of Educational Research, 74(1), pp.59~109 (2004)
25. Gan, Z., "The role of self-efficacy, task value, and intrinsic and extrinsic motivations in students’ feedback engagement in English learning", Behavioral Sciences, 13(5), pp.428~440 (2023)
26. Gao, Q., "Exploring the causes of declining motivation in English major college students", Foreign Language Teaching, 35(2), pp.50~54 (2014)
27. Geng, S., "Cross-cultural generalizability of expectancy-value theory in reading : A multilevel analysis across 80 societies", Current Psychology, 42(22), pp.18943~18958 (2023)
28. Haw, J. Y., "Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures", Learning and Individual Differences, 97, pp.102161~ (2022)
29. Hulleman, C. S., "Task values, achievement goals, and interest : an integrative analysis", Journal of Educational Psychology, 100(2), pp.398~416 (2008)
30. Liu, Q., "Teacher support and learning engagement of EFL learners : The mediating role of self-efficacy and achievement goal orientation", Current Psychology, 42(4), pp.2619~2635 (2023)
31. Liu, X. H., "Teacher support, interaction engagement, and learning enjoyment in online EFL teaching", Journal of PLA University of Foreign Languages, 44(5), pp.34~42 (2021)
32. Marchand, G. C., "Processes involving perceived instructional support, task value, and engagement in graduate education", The Journal of Experimental Education, 85(1), pp.87~106 (2017)
33. Middleton, M. J., "Avoiding the demonstration of lack of ability : An underexplored aspect of goal theory", Journal of Educational Psychology, 89(4), pp.710~718 (1997)
34. Midgley, C., "The development and validation of scales assessing students’achievement goal orientations", Contemporary Educational Psychology, 23(2), pp.113~131 (1998)
35. Montenegro, A., "Achievement goals, student engagement, and the mediatory role of autonomy support in lecture-based courses", Education Sciences, 13(9), pp.912~925 (2023)
36. Mouratidis, A., "Beginof-school-year perceived autonomy-support and structure as predictors of end-ofschool-year study efforts and procrastination : The mediating role of autonomous and controlled motivation", Educational Psychology, 38(4), pp.435~450 (2018)
37. Niemiec, C. P., "A need-supportive intervention delivered to English language teachers in Colombia : A pilot investigation based on self-determination theory", Psychology, 10(07), pp.1025~1042 (2019)
38. Núñez, J. L., "Determinants of classroom engagement : a prospective test based on self-determination theory", Teachers and Teaching, 25(2), pp.147~159 (2019)
39. Reeve, J., "Building autonomous learners: Perspectives from research and practice using self-determination theory", pp.129~152 (2016), Springer Singapore
40. Reeve, J., "Testing models of the experience of selfdetermination in intrinsic motivation and the conundrum of choice", Journal of Educational Psychology, 95(2), pp.375~392 (2003)
41. Ryan, R. M., "Self-determination theory: Basic psychological needs in motivation, development, and wellness" (2017), Guilford Press
42. Ryan, R. M., "Intrinsic and extrinsic motivation from a selfdetermination theory perspective : Definitions, theory, practices, and future directions", Contemporary Educational Psychology, 61, pp.101860~ (2020)
43. Sadoughi, M., "Teacher support and academic engagement among EFL learners : The role of positive academic emotions", Studies in Educational Evaluation, 70, pp.101060~ (2021)
44. Shyr, W. J., "The relationship between language learning strategies and achievement goal orientations from Taiwanese engineering students in EFL learning", Eurasia Journal of Mathematics, Science and Technology Education, 13(10), pp.6431~6443 (2017)
45. Skinner, E. A., "A motivational perspective on engagement and disaffection : Conceptualization and assessment of children’s behavioral and emotional participation in academic activities in the classroom", Educational and Psychological Measurement, 69(3), pp.493~525 (2009)
46. "ChatGPT is a plague upon education. Inside Higher Ed" (2023)[URL]
47. Wigfield, A., "The development of achievement task values : A theoretical analysis", Developmental Review, 12(3), pp.265~310 (1992)
48. Wigfield, A., "Change in children’s competence beliefs and subjective task values across the elementary school years : A 3-year study", Journal of Educational Psychology, 89(3), pp.451~469 (1997)
49. Wolters, C. A., "Advancing achievement goal theory : Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement", Journal of Educational Psychology, 96(2), pp.236~250 (2004)

관련 논문AI추천