Personal Investment Theory: Understanding Religious, Spiritual and Faith Development of Students

Braskamp, Larry A.; Hager, Mark J.

doi:10.1016/s0749-7423(05)14009-6

Cited by 1 publication

(2 citation statements)

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“…According to international literature motivation is the desire to act in a particular manner in a given situation (e.g., Schiefele, 2009;Schunk, Pintrich, & Meece, 2008;Wigfield, Eccles, Schiefele, Roeser, & Davis-Kean, 2006). The current study leans on the motivational factors (Maehr & Braskamp, 1986;Roede, 1989), which are composed of expectancy, value and affective components (Hascher, van der Veen, & Roede, 2005;Pintrich & de Groot, 1990). This framework is an adaptation of a general psychological expectancy-value model of motivation used by Eccles et al (1983) and Pintrich (1988).…”

Section: Motivational Factors Previous Research On Teacher Motivation Indicates Thatmentioning

confidence: 98%

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Teachers’ Aspirations to Improve their Classroom Interaction

Solheim

2019

IJLTER

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This article explores teachers' aspirations to improve their classroom interactions with students. The classroom interaction framework of Pianta and colleagues (2012) and the motivational factors approach were combined to investigate 76 in-service lower-secondary school teachers' perceptions of their motivations towards emotional support, classroom organization and instructional support improvement. The results showed that the teachers' aspirations were explained by a desire to improve for students' sake. Self-growth as a professional and the desire for increased knowledge in different domains of classroom interaction were among the factors influencing teachers' possible educational processes. Recognizing teachers' professional values, expectations and emotions may inform teacher education pedagogies and contexts for teacher learning.

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Section: Motivational Factors Previous Research On Teacher Motivation Indicates Thatmentioning

confidence: 98%

“…In this study, the content of the classroom interaction framework (Pianta et al, 2012a) is combined with the motivational factors approach (Maehr & Braskamp, 1986;Roede, 1989;Thoonen, Sleegers, Oort, Peetsma, & Geijsel, 2011) to explore teachers' aspirations to improve their classroom interactions with students.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Teachers’ Aspirations to Improve their Classroom Interaction

Solheim

2019

IJLTER

View full text Add to dashboard Cite

show abstract

Personal Investment Theory: Understanding Religious, Spiritual and Faith Development of Students

Cited by 1 publication

References 22 publications

Teachers’ Aspirations to Improve their Classroom Interaction

Teachers’ Aspirations to Improve their Classroom Interaction

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