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Skip to Search Results- 5Lauren D. Goegan
- 5Lia M. Daniels
- 2Amanda I. Radil
- 2Bryce S. Dueck
- 1Devon J. Chazan
- 1Gabrielle N. Pelletier
- 2Pre-service teachers
- 2mindset theory
- 2motivation intervention
- 2pre-service teachers
- 1Measuring Achievement Goals
- 1Simultaneously Students
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2020-01-18
Gabrielle N. Pelletier, Lauren D. Goegan, Devon J. Chazan, Lia M. Daniels
The popularity of mindset theory has resulted in a surge of mindset interventions in schools. However, with increased popularity, there is the potential for misunderstandings and hesitations about what a growth mindset fully entails. Therefore, we sought to disentangle which components of growth...
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2019-01-01
Lia M. Daniels, Lauren D. Goegan
Helping junior high and high school students remain interested in science increases the chance that they will pursue careers in science. However, there are many different ways to trigger or sustain interest. Utility-value writing assignments represent a type of motivation intervention that has...
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Pre-service Teachers’ Reflections on Personal Responsibility for Student Motivation A Video Vignette Study
Download2020-01-01
Lia M. Daniels, Bryce S. Dueck, Lauren D. Goegan
Teachers assume personal responsibility in four domains: student motivation, student achievement, relationships with students, and the quality of their own teaching. In all existing research, pre-service and practicing teachers score lowest in the motivation domain. This may be because some...
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2019-01-01
Lia M. Daniels, Lauren D. Goegan, Amanda I. Radil, Jona R. Frohlich
Pre-service teachers can be considered simultaneously students and teachers and therefore likely have both academic and professional goals. However, once in a professional program, predicting professional outcomes becomes somewhat more important than academic ones. This distinction may have...