Self-theories
Some Implications for Teaching and Learning in Higher Education
Bibliographic Data
| ID | 4098488 |
|---|---|
| Authors | Mantz Yorke (Liverpool John Moores University), Peter Knight (0000-0002-1076-5379, The Open University, corresponding author) |
| Year | 2004 |
| Volume | 29 |
| Issue | 1 |
| Pages | 25-37 |
| Publication date | 2004-02-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/1234567032000164859 |
| OpenAlex | W2120999881 |
| Language | EN |
| Citations received | 24 |
| References cited | 15 |
The self‐theories of students and teachers are a neglected aspect of higher education, yet are important mediators of students' development and achievement. Theoretical considerations and empirical findings are brought to bear on the implications of self‐theories for student development, and for the development of academic staff
Academic achievement · Higher education · Mathematics education · Pedagogy · Political science · Sociology · Student development · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Online and Blended Learning · Psychology
Educational Jobs
Educazione in età adulta
Improving student engagement
The role of teachers’ motivation and mindsets in predicting a (de)motivating teaching style in higher education
An ecosystemic approach to sustainable graduate employability
It’s (un)fair! undergraduate student self-construals, self-esteem, and perceptions of summative assessment fairness
Employment Skills Demand and Skill Premiums
Teaching as Social Influence
Bridging gaps and jumping through hoops
You can’t ignore us
Going Beyond our Limits
Formative assessment as a collaborative act. Teachers` intention and students` experience
Self and teacher assessment as predictors of proficiency levels of Turkish EFL learners
Optional self-assessment
Using digital and paper diaries for learning and assessment purposes in higher education
Student engagement with feedback and attainment
How Pedagogical Modes Influence Students’ Employability
Finding collective strength in collective despair; exploring the link between generic critical feedback and student performance
I just seem to be a C sort of person’
Unboxing the intersections between self‐esteem and academic mindfulness with test emotions, psychological wellness and academic achievement in artificial intelligence‐supported learning environments
Employability and students’ part‐time work in the UK
Formative assessment and self-regulated learning
Framing student engagement in higher education
The professional learning of teachers in higher education
| Unique citing works | 24 |
|---|---|
| Citations per year | 1,2 |
| Citation span | 2006 - 2026 (21) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 24 |