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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 42, 2022 - Issue 4: Special Issue: Individual and Contextual Determinants on Students’ Learning and Performance
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Articles

Utility value and emotional support of teachers as predictors of student utility value and achievement

Hyewon Hana Wooi Elementary School, Seoul, KoreaView further author information
,
Mimi Bongb Department of Education and the Brain and Motivation Research Institute (bMRI), Korea University, Seoul, KoreaCorrespondence[email protected]
View further author information
,
Sung-il Kimb Department of Education and the Brain and Motivation Research Institute (bMRI), Korea University, Seoul, KoreaView further author information
&
Soon Koo Kwonc Education Performance Evaluation Center, Dankook University, Yongin, KoreaView further author information
Pages 421-438 | Received 13 Dec 2018, Accepted 12 Nov 2019, Published online: 27 Nov 2019

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Read on this site (2)

Niamh O’Meara & Olivia Fitzmaurice. (2022) Mathematics teacher education’s missing component: developing pre-service teachers’ appreciation of the utility-value of mathematics. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-27.
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Yi Jiang & Xiangdong Yang. (2022) Individual and contextual determinants of students’ learning and performance. Educational Psychology 42:4, pages 397-400.
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Articles from other publishers (11)

Xiaoqi Yu, Yan Dong, Chunhui Sun, Hongfei Wang, Yuchuan Yang & Guoliang Yu. (2024) How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory. Psychology in the Schools.
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Pey‐Yan Liou & Eunjung Myoung. (2023) Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts. Science Education 107:6, pages 1485-1506.
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Hilal BÜYÜKGÖZE. (2023) Job Satisfaction with Profession among Teachers in Türkiye: Perceptions of Social Utility and Educational Policy Influence. Participatory Educational Research 10:5, pages 200-213.
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Laura Abellán Roselló. (2023) Intención de aprender, engagement y apoyos docentes en contextos universitarios según el Modelo de Calidad Educativa. REDU. Revista de Docencia Universitaria 21:1, pages 115-128.
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Ma. Jenina N. Nalipay, Ronnel B. King, Susanna S. S. Yeung, Ching Sing Chai & Morris Siu‐Yung Jong. (2022) Why do I teach? Teachers' instrumental and prosocial motivation predict teaching quality across East and West. British Journal of Educational Psychology 93:2, pages 453-466.
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Asma Alzahrani, Eric J. Beh & Elizabeth Stojanovski. (2023) Exploring the association between self-efficacy and future utility beliefs in mathematics: A practical tutorial on correspondence analysis. PLOS ONE 18:3, pages e0282696.
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Shubashini Rathina Velu. (2022) Design Thinking Approach for Increasing Innovative Action in Universities: ICT’s Mediating Effect. Sustainability 15:1, pages 24.
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Emma C. Burns, Penny Van Bergen, Annie Leonard & Yusriya Amin. (2022) Positive, complicated, distant, and negative: How different teacher‐student relationship profiles relate to students’ science motivation. Journal of Adolescence 94:8, pages 1150-1162.
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Ma. Jenina N. Nalipay, Yuyang Cai & Ronnel B. King. (2021) The social contagion of utility value: How parents’ beliefs about the usefulness of science predict their children’s motivation and achievement. School Psychology International 42:3, pages 221-237.
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Fernando Doménech-Betoret, Amparo Gómez-Artiga, Laura Abellán-Roselló & Esperanza Rocabert-Beút. (2020) MOCSE Centered on Students: Validation of Learning Demands and Teacher Support Scales. Frontiers in Psychology 11.
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Cora Parrisius, Hanna Gaspard, Ulrich Trautwein & Benjamin Nagengast. (2020) The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions?. Contemporary Educational Psychology 62, pages 101891.
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