Relationships among the volitional strategies, task values, and goal commitment of remedial teaching teachers and differences in teaching experience and professional background
Bibliographic Data
| ID | 21755880 |
|---|---|
| Authors | Ju-Chieh Huang (Tamkang University, corresponding author) |
| Year | 2024 |
| Publication date | 2024-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Asia Pacific Education Review (JOURNAL) |
| Journal identifiers | ISSN: 1598-1037 • E-ISSN: 1876-407X |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s12564-024-09938-5 |
| OpenAlex | W4392386150 |
| Language | EN |
| References cited | 35 |
Faculty Development · Goal Orientation · Higher education · Management · Mathematics education · Pedagogy · Political science · Professional development · Remedial education · Task Analysis · Teaching method · Education and Learning Interventions · Grit, Self-Efficacy, and Motivation · Psychology · Psychosocial Factors Impacting Youth · Social Psychology
Work Motivation and Satisfaction
Predictors of early high school dropout
Motivational Beliefs, Values, and Goals
Open Lesson as a Means of Teachers’ Learning
How self leadership enhances normative commitment and work performance by engaging people at work
Fostering prospective teachers’ explaining skills during university education—Evaluation of a training module
Internal and external factors affecting achievement in mathematics
Why leave the teaching profession? A longitudinal approach to the prevalence and persistence of teacher turnover intentions
Achievement may be rooted in teacher expectations
Putting the Goal Back into Grit
The Best-Laid Plans
Implementation intentions
| Citation velocity | historical |
|---|---|
| Highly cited | No |