Please use this identifier to cite or link to this item:
http://hdl.handle.net/20.500.12323/4289Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Senko, Corwin | - |
| dc.contributor.author | Belmonte, Kimberly | - |
| dc.contributor.author | Yakhkind, Anastasyia | - |
| dc.date.accessioned | 2020-02-26T07:18:00Z | - |
| dc.date.available | 2020-02-26T07:18:00Z | - |
| dc.date.issued | 2011 | - |
| dc.identifier.citation | British Journal of Educational Psychology | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12323/4289 | - |
| dc.description.abstract | The present study tested the hypothesis that students pursuing mastery goals favour instructors who stimulate and challenge them intellectually, whereas those pursuing performance goals favour instructors who present material clearly and provide clear cues about how to succeed. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | The British Psychological Society | en_US |
| dc.title | How students’ achievement goals shape their beliefs about effective teaching: A ‘build-a-professor’ study | en_US |
| dc.type | Article | en_US |
| Appears in Collections: | eBooks | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| How students’ achievement goals shape their beliefs about effective teaching.pdf | 160.46 kB | Adobe PDF | View/Open |
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