John Ranellucci
Biographic Data
| ID | 2746160 |
|---|---|
| NAME | John Ranellucci |
| GIVEN NAMES | John |
| FAMILY NAME | Ranellucci |
| SIGNATURE | RANELLUCCI J |
| AFFILIATIONS | McGill University |
| ORCID | 0000-0003-2572-3128 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 53 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
How early pedagogical experiences relate to teachers’ career motivations
Exploring pre‐service teachers' use of technology
Understanding how prepared teachers are to use technology to enhance their teaching can assist researchers to support them better, yet the theoretical basis for understanding teachers' self‐beliefs is in need of stronger empirical support. The first objective of this study was to replicate and extend prior research that empirically tested portions of the technology acceptance model (TAM) amongst pre‐service teachers. The second objective was to e…
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
To master or perform? Exploring relations between achievement goals and conceptual change learning
Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing.Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol.Sample and Method. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mech…
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
To master or perform? Exploring relations between achievement goals and conceptual change learning
Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing.Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol.Sample and Method. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mech…
How early pedagogical experiences relate to teachers’ career motivations
To master or perform? Exploring relations between achievement goals and conceptual change learning
Background. Research is needed to explore conceptual change in relation to achievement goal orientations and depth of processing.Aims. To address this need, we examined relations between achievement goals, use of deep versus shallow processing strategies, and conceptual change learning using a think-aloud protocol.Sample and Method. Seventy-three undergraduate students were assessed on their prior knowledge and misconceptions about Newtonian mech…
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
Achievement goals and emotions
BackgroundThe link between achievement goals and achievement emotions is well established; however, research exploring potential mediators of this relationship is lacking. The control-value theory of achievement emotions (Pekrun, 2006, Educational Psychology Review, 18, 315) posits that perceptions of control and value mediate the relationship between achievement goals and achievement emotions, whereas the bidirectional theory of affect (Linnenbr…
Exploring pre‐service teachers' use of technology
Understanding how prepared teachers are to use technology to enhance their teaching can assist researchers to support them better, yet the theoretical basis for understanding teachers' self‐beliefs is in need of stronger empirical support. The first objective of this study was to replicate and extend prior research that empirically tested portions of the technology acceptance model (TAM) amongst pre‐service teachers. The second objective was to e…
How early pedagogical experiences relate to teachers’ career motivations
Psychology (5 works) · Mathematics education (4 works) · Social Psychology (4 works) · Education, Achievement, and Giftedness (3 works) · Anxiety (2 works) · Computer Science (2 works) · Academic achievement (1 work) · Affect (linguistics) (1 work) · Anger (1 work) · Career development (1 work)