Teachers' Motivation to Teach, Teacher Credibility, Metacognitive Awareness, and Students' Motivation and Affective Learning: A Structural Equation Modeling Analysis

This study aimed to investigate the possible relationships among teachers' metacognitive awareness, their motivation to teach, students' perceptions of teacher credibility and students' affective learning, and motivation to study. Three hundred sixty-five English as a Foreign Language...

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Bibliographische Detailangaben
Hauptverfasser: Mohammad Nabi Karimi, Fariba Ziaabadi
Format: Artigo
Sprache:Inglês
Veröffentlicht: Teaching English Language and Literature Society of Iran (TELLSI) 2019-06-01
Schriftenreihe:Teaching English Language
Schlagworte:
structural equation modeling
student motivation
students' affective learning
teacher credibility
teacher metacognitive awareness
teacher motivation
Online Zugang:http://www.teljournal.org/article_89275_f69099c2a831404128efa9233236d675.pdf
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