Although students’ motivational frameworks (entity vs. incremental) have been linked to academic achievement, little is known about how early this link emerges and how motivational frameworks develop in the first place. In a year-long study (student N 424, Teacher N 58), we found that, as early as 1st and 2nd grade, children who endorsed an incremental framework performed better on a nationally...

The purpose of the study was to examine how teacher motivational practice might influence Iranian EFL Learners’ Request and Refusal Speech Acts Production. To this end, five instruments were used to provide appropriate responses to research questions: (a) Quick Placement Test (b) the Motivational Orientation of Language Teaching classroom observation scheme, (c) the Post-Lesson Teacher Evaluati...

The purpose of the study was to examine how teacher motivational practice might influence Iranian EFL Learners’ Request and Refusal Speech Acts Production. To this end, five instruments were used to provide appropriate responses to research questions: (a) Quick Placement Test (b) the Motivational Orientation of Language Teaching classroom observation scheme, (c) the Post-Lesson Teacher Evaluati...

Despite abundant research on teachers’ motivational strategies worldwide, scant attention has been paid to this in Vietnam. Thus, the current study aimed to investigate the high school EFL teachers’ use of motivational strategies reported by students and their attitudes towards these motivational strategies. The participants consisted of 416 students taught by 30 EFL teachers from ten high scho...

This research investigated whether parent-teacher relationship quality mediated the relation between parents' motivational beliefs and children's adaptive functioning and externalizing behaviors. The sample consisted of kindergarten through third-grade children with behavioral concerns (N=206). Parents reported on their motivational beliefs (i.e., role construction and efficacy), and teachers r...

In the present study, we designed a model of self-regulated inquiry that connects theory to practice for teachers to deepen their understanding of the core beliefs, commitment, and the experiences shaping their professional identity. The rationale of this model was grounded in motivational and identity theories related to self-regulation, self-efficacy, and goal setting. We posed three question...

Physical Education (PE) teachers can influence students’ self-determination through the motivational strategies that they use. The present study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of stud...

Physical Education (PE) teachers can influence students’ self-determination through the motivational strategies that they use. The present study examined how teachers’ reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of stud...

Physical education teachers can influence students' self-determination through the motivational strategies that they use. The current study examined how teachers' reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student s...