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Direct linkSierens, Eline; Vansteenkiste, Maarten; Goossens, Luc; Soenens, Bart; Dochy, Filip – British Journal of Educational Psychology, 2009
Background: Self-determination theory defines two important dimensions of teaching style: autonomy support and structure. Aims: The purpose of the present study was to investigate the synergistic relationship of perceived teacher autonomy support and the provision of structure in the prediction of self-regulated learning. Sample and method:…
Descriptors: Personal Autonomy, Self Determination, Independent Study, Prediction
Ellis, Alicia A.; Shute, Rosalyn – British Journal of Educational Psychology, 2007
Background: Little research has focused on factors influencing teachers' decisions about whether and how to intervene in bullying incidents. Such factors have the potential to influence the role of teachers as agents in counteracting bullying. Aims: To examine: (a) whether moral orientation predicts teachers' responses to bullying, (b) the role of…
Descriptors: Teacher Educators, Teacher Attitudes, Secondary School Teachers, Problem Solving
Denzine, Gypsy M.; Cooney, John B.; McKenzie, Rita – British Journal of Educational Psychology, 2005
Background: Research on teacher self-efficacy has revealed substantive problems concerning the validity of instruments used to measure teacher self-efficacy beliefs. Although claims about the influence of teachers' self-efficacy beliefs on student achievement, success with curriculum innovation, and so on, may be true statements, one cannot make…
Descriptors: Teacher Effectiveness, Foreign Countries, Factor Analysis, Self Efficacy
