Lauren D Goegan
Dados Biográficos
| ID | 2748742 |
|---|---|
| NOME | Lauren D Goegan |
| PRENOMES | Lauren D |
| SOBRENOME | Goegan |
| ASSINATURA | GOEGAN L D |
| AFILIAÇÕES | University of Manitoba |
| ORCID | 0000-0002-8357-2754 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 1 |
The relation between mindset, social comparison, and academic engagement
Teachers’ authentic strategies to support student motivation
Introduction Most theories of motivation have largely developed from the work of scholars rather than the perspectives of teachers. This means that although researchers have many recommendations to guide the way teachers motivate students, there is little understanding of what teachers naturally do to support student motivation. The purpose of this study was to prioritize teachers’ perspectives by asking them, separate from theory, what they do t…
Are Students with LD Impacted by Online Learning Similarly to their Peers? An Investigation from an Expectancy Value Theory Lens
The increased use of online learning in postsecondary education has documented negative impacts for students that may be particularly pronounced for students with learning disabilities (LD). We collected data from 224 postsecondary students with (n = 44) and without LD during the Fall 2020 semester when nearly all post-secondary courses in Canada were being offered exclusively online. Using an Expectancy-Value Theory lens, we examined how student…
The Impact of Autonomous and Controlled Sexting Motivations on Subjective Well-being and Relationship Quality
The relationship between regulatory focus, perfectionism, and school burnout
A self-determination theory perspective on the association between the childhood home reading environment and Canadian young adult leisure reading
Despite the numerous lifelong benefits associated with continued leisure reading, adult reading habits are steadily declining (Statistics Canada, 2019). The purpose of this study was to understand how the recalled childhood home reading environment, and the associated psychological need-satisfaction, were related to young adults’ leisure reading beliefs and practices. Based on Self Determination Theory (Ryan & Deci, 2017), we used recalled basic …
The impact of Covid-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions
Are you feeling successful
Supporting pre-service teachers' motivation beliefs and approaches to instruction through an online intervention
BackgroundPrevious research has shown that pre-service teachers have low responsibility for student motivation and feel underprepared to deal with motivational issues. As an extension, researchers have designed interventions to shift teachers' beliefs about motivation or equip them with approaches to instruction, but never both. Aims: Following best practices for motivation interventions, we created a one-session online intervention and tested it…
Practicing Teachers’ Attributions for the Behaviour of Students With Learning Disabilities and Attention-Deficit/Hyperactivity Disorder
More students with attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are being taught within the regular education classroom than ever before even though children with these disorders often require additional educational supports. Therefore, it is critical that teachers understand the challenges experienced by these students, as well as feel efficacious when it comes to teaching and supporting them. Attribution theory…
Pre-service and Practicing Teachers’ Commitment to and Comfort with Social Emotional Learning
Although teachers’ beliefs about social-emotional learning have become a topic of interest, understanding how they relate to teachers’ own social-emotional competence is unknown. We used a predictive correlation design to examine how Canadian pre-service (n=138) and in-service (n=276) teachers’ beliefs about social-emotional competence relate to their comfort with and commitment to social-emotional learning, and how both sets of beliefs are relat…
The impact of Covid-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions
Are you feeling successful
Pre-service and Practicing Teachers’ Commitment to and Comfort with Social Emotional Learning
Although teachers’ beliefs about social-emotional learning have become a topic of interest, understanding how they relate to teachers’ own social-emotional competence is unknown. We used a predictive correlation design to examine how Canadian pre-service (n=138) and in-service (n=276) teachers’ beliefs about social-emotional competence relate to their comfort with and commitment to social-emotional learning, and how both sets of beliefs are relat…
Pre-service and Practicing Teachers’ Commitment to and Comfort with Social Emotional Learning
Although teachers’ beliefs about social-emotional learning have become a topic of interest, understanding how they relate to teachers’ own social-emotional competence is unknown. We used a predictive correlation design to examine how Canadian pre-service (n=138) and in-service (n=276) teachers’ beliefs about social-emotional competence relate to their comfort with and commitment to social-emotional learning, and how both sets of beliefs are relat…
Practicing Teachers’ Attributions for the Behaviour of Students With Learning Disabilities and Attention-Deficit/Hyperactivity Disorder
More students with attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are being taught within the regular education classroom than ever before even though children with these disorders often require additional educational supports. Therefore, it is critical that teachers understand the challenges experienced by these students, as well as feel efficacious when it comes to teaching and supporting them. Attribution theory…
The impact of Covid-19 triggered changes to instruction and assessment on university students’ self-reported motivation, engagement and perceptions
Are you feeling successful
Supporting pre-service teachers' motivation beliefs and approaches to instruction through an online intervention
BackgroundPrevious research has shown that pre-service teachers have low responsibility for student motivation and feel underprepared to deal with motivational issues. As an extension, researchers have designed interventions to shift teachers' beliefs about motivation or equip them with approaches to instruction, but never both. Aims: Following best practices for motivation interventions, we created a one-session online intervention and tested it…
A self-determination theory perspective on the association between the childhood home reading environment and Canadian young adult leisure reading
Despite the numerous lifelong benefits associated with continued leisure reading, adult reading habits are steadily declining (Statistics Canada, 2019). The purpose of this study was to understand how the recalled childhood home reading environment, and the associated psychological need-satisfaction, were related to young adults’ leisure reading beliefs and practices. Based on Self Determination Theory (Ryan & Deci, 2017), we used recalled basic …
Teachers’ authentic strategies to support student motivation
Introduction Most theories of motivation have largely developed from the work of scholars rather than the perspectives of teachers. This means that although researchers have many recommendations to guide the way teachers motivate students, there is little understanding of what teachers naturally do to support student motivation. The purpose of this study was to prioritize teachers’ perspectives by asking them, separate from theory, what they do t…
Are Students with LD Impacted by Online Learning Similarly to their Peers? An Investigation from an Expectancy Value Theory Lens
The increased use of online learning in postsecondary education has documented negative impacts for students that may be particularly pronounced for students with learning disabilities (LD). We collected data from 224 postsecondary students with (n = 44) and without LD during the Fall 2020 semester when nearly all post-secondary courses in Canada were being offered exclusively online. Using an Expectancy-Value Theory lens, we examined how student…
The Impact of Autonomous and Controlled Sexting Motivations on Subjective Well-being and Relationship Quality
The relationship between regulatory focus, perfectionism, and school burnout
The relation between mindset, social comparison, and academic engagement
Psychology (11 obras) · Social Psychology (10 obras) · Developmental psychology (5 obras) · Education, Achievement, and Giftedness (5 obras) · Motivation and Self-Concept in Sports (5 obras) · Social Psychology (4 obras) · Mathematics education (3 obras) · Pedagogy (3 obras) · Perception (3 obras) · Sociology of Education (3 obras)