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Sokhom Chan, Sorakrich Maneewan & Ravinder Koul. (2023) Teacher educators’ teaching styles: relation with learning motivation and academic engagement in pre-service teachers. Teaching in Higher Education 28:8, pages 2044-2065.
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Sokhom Chan, Sorakrich Maneewan & Ravinder Koul. (2023) An examination of the relationship between the perceived instructional behaviours of teacher educators and pre-service teachers’ learning motivation and teaching self-efficacy. Educational Review 75:2, pages 264-286.
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Rafael Burgueño, David González-Cutre, Álvaro Sicilia, Manuel Alcaraz-Ibáñez & Jesús Medina-Casaubón. (2022) Is the instructional style of teacher educators related to the teaching intention of pre-service teachers? A Self-Determination Theory perspective-based analysis. Educational Review 74:7, pages 1282-1304.
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Jumi Lee & Jeannine E. Turner. (2018) Extensive knowledge integration strategies in pre-service teachers: the role of perceived instrumentality, motivation, and self-regulation. Educational Studies 44:5, pages 505-520.
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Articles from other publishers (11)
Fuhai An, Linjin Xi & Jingyi Yu. (2023) The relationship between technology acceptance and self-regulated learning: the mediation roles of intrinsic motivation and learning engagement. Education and Information Technologies.
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V. B. Veretennikova, O. F. Shikhova, Yu. А. Shikhov, A. A. Valeev & J. J. Mena Marcos. (2023) Structure and quality assessment of professionally oriented tasks for future teachers. The Education and science journal 25:4, pages 70-108.
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Adam G. Gavarkovs, Rashmi A. Kusurkar & Ryan Brydges. (2023) The purpose, adaptability, confidence, and engrossment model: A novel approach for supporting professional trainees’ motivation, engagement, and academic achievement. Frontiers in Education 8.
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Xin Song, Xiantong Yang, Qiang Wang, Yu Su & Jon‐Chao Hong. (2022) The relationship between teacher's gender and deep learning strategy: The mediating role of deep learning motivation. Psychology in the Schools 59:11, pages 2251-2266.
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Katja Depolli Steiner. (2022) Teacher motivation and commitment to the teaching profession among Slovenian teacher education students. Psihološka obzorja / Horizons of Psychology, pages 516-525.
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Sebastián Zander Londoño & Mónica Roncancio Moreno. (2022) ¿Cómo perciben los profesores de educación superior el aprendizaje autorregulado?. Psicoespacios 16:28, pages 1-15.
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Qian Huang. (2022) Influence of EFL Teachers’ Self-Assessment on Their Self-Regulation and Self-Efficacy. Frontiers in Psychology 13.
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Guoxiang Wang, Michael Strong, Shaoan Zhang & Katrina Liu. (2021) Preservice teacher professional commitment: A conceptual model and literature review. Teaching and Teacher Education 104, pages 103373.
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Mostafa Azari Noughabi & Seyed Mohammad Reza Amirian. (2020) Assessing the Contribution of Autonomy and Self-Efficacy to EFL Teachers’ Self-Regulation評估自主性和自我效能對英語教師自我調整之影響. English Teaching & Learning 45:1, pages 71-88.
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Gemma Crawford & Sharyn Burns. (2020) Confidence and motivation to help those with a mental health problem: experiences from a study of nursing students completing mental health first aid (MHFA) training. BMC Medical Education 20:1.
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Laura Dörrenbächer-Ulrich, Antje Biermann, Roland Brünken & Franziska Perels. (2019) Studienwahlmotivation von Lehramtsstudierenden und Aspekte ihrer professionellen Kompetenz. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 51:1, pages 45-61.
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