Self‐theories: some implications for teaching and learning in higher education

Abstract

The self‐theories of students and teachers are a neglected aspect of higher education, yet are important mediators of students' development and achievement. Theoretical considerations and empirical findings are brought to bear on the implications of self‐theories for student development, and for the development of academic staff.

Notes

Corresponding author: Centre for Higher Education Development, Liverpool John Moores University, I. M. Marsh Campus, Barkhill Road, Liverpool L17 6BD, UK. Email: [email protected]

Additional information

Notes on contributors

Mantz Yorke *

Corresponding author: Centre for Higher Education Development, Liverpool John Moores University, I. M. Marsh Campus, Barkhill Road, Liverpool L17 6BD, UK. Email: [email protected]