Bakracevic Vukman, K., & Licardo, M. (2010). How cognitive, metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood. Educational Studies, 36(3), 259-268.
Hear from a researcher about how spelling supports literacy in the classroom.
Alliance for Excellent Education. (2018). Science of adolescent learning: How body and brain development affect student learning. Retrieved from https://all4ed.org/science-of-adolescent-learning-body-brain-development/
Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31, 121-162.
Fong, C. J., Patall, E. A., Vasquez, A. C., & Stautberg, S. (2019). A meta-analysis of negative feedback on intrinsic motivation. Educational Psychology Review, 31, 121-162.
When educators act as facilitators and promote projects that are relevant to students as a part of the curriculum, students have agency over their learning, promoting self-efficacy and Motivation through this experiential learning.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
Parchomiuk, M. (2019). Teacher empathy and attitudes towards individuals with disabilities. International Journal of Disability, Development and Education, 66(1), 56-69.
Parchomiuk, M. (2019). Teacher empathy and attitudes towards individuals with disabilities. International Journal of Disability, Development and Education, 66(1), 56-69.
Parchomiuk, M. (2019). Teacher empathy and attitudes towards individuals with disabilities. International Journal of Disability, Development and Education, 66(1), 56-69.
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