Instructional context and student motivation, learning, and development: Commentary and implications for school psychologists

被引：7

作者：

Pendergast, Laura L. ^{[1
]}

Kaplan, Avi ^{[2
]}

机构：

[1] Temple Univ, Sch Psychol, Philadelphia, PA 19122 USA

[2] Temple Univ, Educ Psychol, Philadelphia, PA 19122 USA

来源：

SCHOOL PSYCHOLOGY INTERNATIONAL | 2015年 / 36卷 / 06期

关键词：

agency; competence; ecological systems; motivation; school psychology; teacher-student relationships; ACHIEVEMENT; ENGAGEMENT; TEACHER;

D O I：

10.1177/0143034315613560

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

From an ecological perspective, learning and development in childhood and throughout the lifespan occur in the context of interactions within complex social networks. Collectively, the articles in this special issue illuminate three important themes related to teacher-student interactions within instructional contexts: relationships, competence, and agency. Through consultation and systems level advocacy, school psychologists can use these themes as starting points for improving the instructional context for both students and teachers.

引用

页码：638 / 647

页数：10

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