Titlebook: Development of Self-Determination Through the Life-Course; Michael L. Wehmeyer,Karrie A. Shogren,Shane J. Lop Book 2017 Springer Science+B

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書目名稱Development of Self-Determination Through the Life-Course網(wǎng)絡(luò)公開(kāi)度學(xué)科排名




書目名稱Development of Self-Determination Through the Life-Course被引頻次




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書目名稱Development of Self-Determination Through the Life-Course讀者反饋




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https://doi.org/10.1007/978-3-662-58079-0cence. Next, cognitive and affective processes, including metacognition, self-regulation, and self-determination are described. Finally, identity development and agency and their role in adolescent development are described, followed by discussion of the role of culture and context in adolescent dev

PATHY

Grundlagen der Tektonik und Strukturgeologiec psychological needs for autonomy, competence, and relatedness in Self-Determination Theory are introduced as is the relationship of need satisfaction to intrinsic motivation and the regulation of extrinsic motivation. Mini-theories associated with self-determination are introduced, and research on

PATHY

者變

Gottfried Vossen,Kurt-Ulrich Witt foundational skills during the early childhood years. Adolescents become self-determined as they learn, refine, and practice knowledge, skills, beliefs and actions that enable them to respond to contextual and environmental challenges (opportunities, threats) that energize basic psychological needs

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Gottfried Vossen,Kurt-Ulrich Wittentic capabilities and action control beliefs during the adolescent years. The chapter overviews developmental milestones in knowledge, skills, and beliefs that emerge during adolescence and lead to enhanced self-determination, including choice making, self-initiation and planning, problem solving,

編輯才信任

Gottfried Vossen,Kurt-Ulrich Witty-supportive classrooms, and why it is important to promote students’ autonomy in learning. First, we describe how students can be motivated to learn from the viewpoint of Self-Determination Theory (SDT) and the factors that may support students’ motivation in learning. Second, we present five pract