- 1、本文档共41页,可阅读全部内容。
- 2、有哪些信誉好的足球投注网站(book118)网站文档一经付费(服务费),不意味着购买了该文档的版权,仅供个人/单位学习、研究之用,不得用于商业用途,未经授权,严禁复制、发行、汇编、翻译或者网络传播等,侵权必究。
- 3、本站所有内容均由合作方或网友上传,本站不对文档的完整性、权威性及其观点立场正确性做任何保证或承诺!文档内容仅供研究参考,付费前请自行鉴别。如您付费,意味着您自己接受本站规则且自行承担风险,本站不退款、不进行额外附加服务;查看《如何避免下载的几个坑》。如果您已付费下载过本站文档,您可以点击 这里二次下载。
- 4、如文档侵犯商业秘密、侵犯著作权、侵犯人身权等,请点击“版权申诉”(推荐),也可以打举报电话:400-050-0827(电话支持时间:9:00-18:30)。
查看更多
迅捷PDF转换器快速转换PDF文件方法1
Motivation Theories to Help Teachers Engage Students in Learning Activities;;;;Motivation’s Core Concept;Motivation’s Core Concept;Motivation’s Core Concept;Teacher’s Core Concern;Teacher’s Core Concern; Any No
Intention Intention
; Any No
Intention Intention
But, types of intentions exist. Some intentions produce more positive functioning than do other intentions.; Autonomous Controlled
Intention Intention
No Intention; Because of my interest, Because of the test,
I plan to read the book. I plan to read the book.
I don’t plan to read the book.;Autonomy Supportive Controlling
Motivating Style Motivating Style
Neglect, Permissiveness;Why Autonomous Intentions Controlled Intentions;Two General Approaches to Motivating Others;Logic Underlying the TwoApproaches to Motivating Others;Two General Approaches to Motivating Others;Common Focus:Promoting an “intention to act.”;From Where Do Intentions to Act Come?;Autonomy Supportive;How Practitioners React to Two Different Views on Students’ Intentions to Act;How Self-Regulation Researchers Create Intentions to Act in Others;How Goal-Setting Researchers Create Intentions to Act in Others;How Self-Efficacy Researchers Create Intentions to Act in Others;How Self-Determination Researchers Cultivate Autonomous Intentions to Act in Others;How Flow Researchers Cultivate Autonomous Intentions to Act in Others;Our Research Questions;Our Research Questions;Our Research Questions;Our Research Questions;Our Research Questions;Autonomy Support: 4 Dimensions(w/ correlation with students’ autonomy);What Autonomy-Supportive Teachers Say and Do: Nurture Inner Motivational Resources;What Autonomy-Supportive Teachers Say and Do: Rely on Informational Language;What Autonomy-Supportive Teachers Say and Do: Promote Valuing;What Autonomy-Supportive Teachers Say and Do: Acknowledge and Accept Expressions of Negative
您可能关注的文档
- 统计学概念和方法.第3章.ppt
- 给培训专员分享.ppt
- 统计物理试题和答案1.ppt
- 维也纳城市简介.ppt
- 经营你客户19页.ppt
- 综合实训8报表处理.教学课件.ppt
- 编译原理复习小结.ppt
- 绿城“海豚的计划”游泳培训工作指教书.ppt
- 编辑pdf文件软件.ppt
- 维高斯基认知发展论[课本内容].pptx
- 光伏系列报告之硅片篇:技术进步持续推动降本增效,大尺寸产能紧俏催生新需求.pdf
- 互联网医疗系列深度报告之五:医改释放医疗大数据商业价值(2016).pdf
- 股票主动策略私募基金行业月报:股票策略业绩翻红,成长风格相对占优(202206).pdf
- 宫颈癌早筛系列专题报告:细胞学检测+AI与HPV检测是未来发展趋势.pdf
- 党课课件 中国共产党党史.pptx
- 市委机构编制办关于开展机构编制执行情况评估的工作情况汇报 .docx
- 学习贯彻“七一”重要讲话精神PPT课件(带内容).pptx
- 沼气池运行管理安全知识.pdf
- 【完整版】2019-2025年中国LED控制与驱动行业市场创新战略研究报告.pdf
- 枫林园课表--江西财经大学现代经济管理学院.pdf
文档评论(0)