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Roeper Review Volume 36, 2014 - Issue 4
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Motivation, Self-Perception, and Contextual Influences

Applying the Achievement Orientation Model to the Job Satisfaction of Teachers of the Gifted

Del SiegleCorrespondence[email protected]
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,
D. Betsy McCoachView further author information
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Kelly SheaView further author information
Pages 210-220 | Accepted 26 Dec 2013, Published online: 17 Sep 2014

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Read on this site (2)

John De Nobile. (2017) Organisational communication and its relationships with job satisfaction and organisational commitment of primary school staff in Western Australia. Educational Psychology 37:3, pages 380-398.
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Del Siegle, D. Betsy McCoach & Anne Roberts. (2017) Why I believe I achieve determines whether I achieve. High Ability Studies 28:1, pages 59-72.
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Articles from other publishers (4)

Gülay Öztüre Yavuz, Gökhan Akçapınar, Hatice Çıralı Sarıca & Yasemin Koçak Usluel. (2024) Investigating features that play a role in predicting gifted student engagement using machine learning: Video log and self-report data. Education and Information Technologies.
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Geraldine Townend, Marie McGregor, Dennis Alonzo & Hoa T. M. Nguyen. (2024) What would it take? Enhancing outcomes for high-ability students with disability. Frontiers in Education 9.
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Del Siegle, Lisa DaVia Rubenstein & D. Betsy McCoach. (2020) Do you know what I'm thinking? A comparison of teacher and parent perspectives of underachieving gifted students' attitudes. Psychology in the Schools 57:10, pages 1596-1614.
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Yalçın DİLEKLİ & Erdoğan TEZCİ. (2019) ÜSTÜN YETENEKLİ ÖĞRENCİLERİN ÖĞRENME STRATEJİ TERCİHLERİGIFTED AND TALENTENTED STUDENTS’ LEARNING STRATEGY PREFERANCES. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi 19:1, pages 184-193.
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