Please use this identifier to cite or link to this item:
http://hdl.handle.net/10553/133332
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Alqassab,Maryam | en_US |
dc.contributor.author | León González-Vélez, Jaime José | en_US |
dc.date.accessioned | 2024-10-01T14:47:58Z | - |
dc.date.available | 2024-10-01T14:47:58Z | - |
dc.date.issued | 2024 | en_US |
dc.identifier.issn | 0742-051X | en_US |
dc.identifier.other | WoS | - |
dc.identifier.uri | http://hdl.handle.net/10553/133332 | - |
dc.description.abstract | This 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.language | eng | en_US |
dc.relation.ispartof | Teaching and Teacher Education | en_US |
dc.source | Teaching And Teacher Education [ISSN 0742-051X], v. 151, 104750, (Diciembre 2024) | en_US |
dc.subject | 61 Psicología | en_US |
dc.subject | 610608 Motivación | en_US |
dc.subject | 58 Pedagogía | en_US |
dc.subject.other | Fear Appeals | en_US |
dc.subject.other | Classroom Engagement | en_US |
dc.subject.other | Efficacy Appeals | en_US |
dc.subject.other | Students | en_US |
dc.subject.other | Autonomy | en_US |
dc.subject.other | Behavior | en_US |
dc.subject.other | Support | en_US |
dc.subject.other | Motivational Messages | en_US |
dc.subject.other | Examinations | en_US |
dc.subject.other | Motivation | en_US |
dc.subject.other | Engagement | en_US |
dc.subject.other | Academic Performance | en_US |
dc.subject.other | Gender | en_US |
dc.title | Motivational messages from teachers before exams: Links to intrinsic motivation, engagement, and academic performance | en_US |
dc.type | info:eu-repo/semantics/Article | en_US |
dc.type | Article | en_US |
dc.identifier.doi | 10.1016/j.tate.2024.104750 | en_US |
dc.identifier.isi | 001312501400001 | - |
dc.identifier.eissn | 1879-2480 | - |
dc.relation.volume | 151 | en_US |
dc.investigacion | Ciencias Sociales y Jurídicas | en_US |
dc.type2 | Artículo | en_US |
dc.contributor.daisngid | 2156775 | - |
dc.contributor.daisngid | 46515500 | - |
dc.description.numberofpages | 13 | en_US |
dc.utils.revision | Sí | en_US |
dc.contributor.wosstandard | WOS:Alqassab, M | - |
dc.contributor.wosstandard | WOS:León, J | - |
dc.date.coverdate | Diciembre 2024 | en_US |
dc.identifier.ulpgc | Sí | en_US |
dc.contributor.buulpgc | BU-EGB | en_US |
dc.description.sjr | 1,663 | |
dc.description.jcr | 3,9 | |
dc.description.sjrq | Q1 | |
dc.description.jcrq | Q1 | |
dc.description.ssci | SSCI | |
dc.description.miaricds | 11,0 | |
dc.description.erihplus | ERIH PLUS | |
item.fulltext | Con texto completo | - |
item.grantfulltext | open | - |
crisitem.author.dept | GIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos | - |
crisitem.author.dept | GIR IATEXT: Didáctica, Aprendizaje y Motivación en Contextos Específicos | - |
crisitem.author.dept | IU de Análisis y Aplicaciones Textuales | - |
crisitem.author.dept | Departamento de Educación | - |
crisitem.author.orcid | 0000-0002-9587-4047 | - |
crisitem.author.parentorg | IU de Análisis y Aplicaciones Textuales | - |
crisitem.author.parentorg | IU de Análisis y Aplicaciones Textuales | - |
crisitem.author.fullName | Alqassab,Maryam | - |
crisitem.author.fullName | León González-Vélez, Jaime José | - |
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