Examining the Role of the Learner and the Teacher in Language Learning Motivation
Motivation Student-Teacher Relationships Student Effort This study explored the interaction between two critical topics: the personalities of language learners and the instructional motivational practices of teachers. Researchers aimed to answer questions about how to predict English learning motivation and self-efficacy. Different Types of Learners The literature review highlights several frameworks to understand students’ learning motivation […]
The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator
Many studies have tried to investigate the factors that reduce the motivation to learn in English. Drawing on the disappointment theory, this study aimed to investigate why and how the discouraging attitude of a teacher and discouraging teaching approaches create negative emotions (i.e., disappointment with English as a medium of instruction), which in turn demotivates […]
The Effect of Teacher Autonomy and Student-Teacher Relationships on Depression
The prevalence of depression among adolescents and early adolescents in China has received more attention in recent years. Few studies have examined the influence of both autonomy and relatedness support combined as a protective and corrective effect on depression.
The Effectiveness of Campus Counseling for Students with Disabilities
The prevalence of depression among adolescents and early adolescents in China has received more attention in recent years. Few studies have examined the influence of both autonomy and relatedness support combined as a protective and corrective effect on depression.
Teacher Responses to School Violence Against Students with Disabilities in Zambia
School-based violence towards students with disabilities in Zambia is perpetuated by fellow students and teachers.
What is the relationship between memory and self-efficacy among adults with ADHD symptoms?
For students with attention deficit disorder (ADHD) symptoms, their connection with teachers and the memories they have about them later on in their life may predict their perceived social support and self-efficacy.
Best Practices for Supporting Learners with Depressive Disorders
Schools can work across the intervention spectrum to promote emotional health and prevent the onset of depression, as well as intervene with students once they have been diagnosed with a depressive disorder.
The Importance of Parent-Teacher Collaboration in Supporting Early Childhood Learners
In order to support early childhood learners, parents and teachers have to work hand-in-hand to ensure that the child is receiving the care they need to be successful in school.
The Impact of Three-Tiered Intervention Models on Teacher Well-Being
Tiered prevention models to promote student learning outcomes have been evidenced to support educator well-being with teachers demonstrating self-efficacy and reduced levels of burnout relative to national norms. This suggests that the implementation of tiered systems could facilitate greater teacher efficacy and well-being as they feel more capable of meeting the educational needs of a diverse range of learners.
Teacher Self-Esteem and Self-Efficacy in Times of COVID-19
The importance of relationships, and in particular those in school settings, is a theme that has begun to come to the forefront in the past year due to the COVID-19 pandemic. Cataudella et al. (2021) from the University of Cagliari in Italy investigated how the pandemic has affected teachers’ self-esteem and self-efficacy while trying to maintain meaningful relationships with their students.
