This meta-analysis provides an extensive and organized summary of intervention studies in
education that are grounded in motivation theory. We identified 74 published and …

This article is a review of the literature on classroom formative assessment. Several studies
show firm evidence that innovations designed to strengthen the frequent feedback that …

Social cognitive theory posits that teacher self-efficacy beliefs should be related to not only
their own well-being outcomes but also classroom processes and student outcomes in the …

Studies investigating the effects of emotional exhaustion among teachers have primarily
focused on its relations with teacher-related outcome variables but little research has been …

Theoretical approaches and empirical research suggest a decline in the levels of
motivational variables and self-esteem among students during the school career. However …

Feedback is one of the most powerful influences on learning and achievement, but this
impact can be either positive or negative. Its power is frequently mentioned in articles about …

The research on formative assessment and feedback is reinterpreted to show how these
processes can help students take control of their own learning, ie become self‐regulated …

Integrating theory, data, and clinical vignettes, this volume examines the self as both a
cognitive and social construction while tracing changes in the structure and content of self …

Self-regulated learning (SRL) is a pivot upon which students' achievement turns. We explain
how feedback is inherent in and a prime determiner of processes that constitute SRL, and …

A problematic, yet common, assumption among educational researchers is that when
teachers provide authentic, problem-based experiences, students will automatically be …