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Please use this identifier to cite or link to this item: http://hdl.handle.net/10553/133332
DC FieldValueLanguage
dc.contributor.authorAlqassab,Maryamen_US
dc.contributor.authorLeón González-Vélez, Jaime Joséen_US
dc.date.accessioned2024-10-01T14:47:58Z-
dc.date.available2024-10-01T14:47:58Z-
dc.date.issued2024en_US
dc.identifier.issn0742-051Xen_US
dc.identifier.otherWoS-
dc.identifier.urihttp://hdl.handle.net/10553/133332-
dc.description.abstractThis mixed-method study explored teachers' motivational messages before exams and their impact on students' intrinsic motivation, engagement, and academic performance. High school students in Spain (N = 419) completed questionnaires on motivation and engagement and described teachers' motivational messages. Messages encouraging effort and capability were the most reported, followed by reassuring messages. Serial mediations showed a positive link between reassuring messages and academic performance via intrinsic motivation and engagement, while lack of messages had a negative effect. No moderation effect of gender was found. These findings underscore the importance of reassuring messages during exam periods.en_US
dc.languageengen_US
dc.relation.ispartofTeaching and Teacher Educationen_US
dc.sourceTeaching And Teacher Education [ISSN 0742-051X], v. 151, 104750, (Diciembre 2024)en_US
dc.subject61 Psicologíaen_US
dc.subject610608 Motivaciónen_US
dc.subject58 Pedagogíaen_US
dc.subject.otherFear Appealsen_US
dc.subject.otherClassroom Engagementen_US
dc.subject.otherEfficacy Appealsen_US
dc.subject.otherStudentsen_US
dc.subject.otherAutonomyen_US
dc.subject.otherBehavioren_US
dc.subject.otherSupporten_US
dc.subject.otherMotivational Messagesen_US
dc.subject.otherExaminationsen_US
dc.subject.otherMotivationen_US
dc.subject.otherEngagementen_US
dc.subject.otherAcademic Performanceen_US
dc.subject.otherGenderen_US
dc.titleMotivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performanceen_US
dc.typeinfo:eu-repo/semantics/Articleen_US
dc.typeArticleen_US
dc.identifier.doi10.1016/j.tate.2024.104750en_US
dc.identifier.isi001312501400001-
dc.identifier.eissn1879-2480-
dc.relation.volume151en_US
dc.investigacionCiencias Sociales y Jurídicasen_US
dc.type2Artículoen_US
dc.contributor.daisngid2156775-
dc.contributor.daisngid46515500-
dc.description.numberofpages13en_US
dc.utils.revisionSíen_US
dc.contributor.wosstandardWOS:Alqassab, M-
dc.contributor.wosstandardWOS:León, J-
dc.date.coverdateDiciembre 2024en_US
dc.identifier.ulpgcSíen_US
dc.contributor.buulpgcBU-EGBen_US
dc.description.sjr1,663
dc.description.jcr3,9
dc.description.sjrqQ1
dc.description.jcrqQ1
dc.description.ssciSSCI
dc.description.miaricds11,0
dc.description.erihplusERIH PLUS
item.grantfulltextopen-
item.fulltextCon texto completo-
crisitem.author.deptGIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptGIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos-
crisitem.author.deptIU de Análisis y Aplicaciones Textuales-
crisitem.author.deptDepartamento de Educación-
crisitem.author.orcid0000-0002-9587-4047-
crisitem.author.parentorgIU de Análisis y Aplicaciones Textuales-
crisitem.author.parentorgIU de Análisis y Aplicaciones Textuales-
crisitem.author.fullNameAlqassab,Maryam-
crisitem.author.fullNameLeón González-Vélez, Jaime José-
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