Teacher motivating styles and undergraduates’ self-regulation of their online learning experience-Reference-Cited by-同舟云学术

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Teacher motivating styles and undergraduates’ self-regulation of their online learning experience

Published:2024-07-28 Issue: Volume: Page:1-20
ISSN:0158-7919
Container-title:Distance Education
language:en
Short-container-title:Distance Education

Author:

Wang Shuwen¹^ORCID,Chiu Thomas K. F.²^ORCID,Zhao Li¹^ORCID,He Wei³^ORCID

Affiliation:

1. School of Education Science, Nanjing Normal University, Nanjing, China

2. Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, Hong Kong SAR, China

3. School of Information Technology in Education, South China Normal University, Guangzhou, China

Funder

National Social Science Fund of China

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/01587919.2024.2383764

Reference61 articles.

1. Associations between learning analytics dashboard exposure and motivation and self-regulated learning

2. Effect of teacher autonomy support on the online self‐regulated learning of students during COVID ‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

3. Bandura, A. (Ed.). (1997). Self-efficacy: The exercise of control. Worth Publishers.

4. Measuring self-regulation in online and blended learning environments

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