Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement

Numerous studies show positive effects of students’ malleable implicit theories of their abilities on their self-regulated learning and learning achievements (Yeager and Dweck, 2012; Burnette et al., 2013), especially when domain-specific implicit theories are assessed (Costa and Faria, 2018). Think...

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Үндсэн зохиолчид:	Beat Rechsteiner, Miriam Compagnoni, Andrea Wullschleger, Katharina Maag Merki
Формат:	Artigo
Хэл сонгох:	Inglês
Хэвлэсэн:	Frontiers Media S.A. 2021-03-01
Цуврал:	Frontiers in Education
Нөхцлүүд:	implicit theories of professional abilities school improvement teacher beliefs self-regulated learning motivation metacognition
Онлайн хандалт:	https://www.frontiersin.org/articles/10.3389/feduc.2021.635473/full
Шошгууд:	Шошго нэмэх Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!