Abstract Prior research has explored various factors to explain differences in teaching experiences and behaviors among school teachers, including self-efficacy, basic psychological need satisfaction, emotions. However, these have predominantly been examined isolation, limited investigated their role the context of higher education teaching. To address gaps, analyses on both within between teacher level are needed. The aim present study was therefore investigate interplay motivational...

Instructor feedback in higher education is widely acknowledged as being beneficial for learning and achievement. Students' motivation a central determinant of how students perceive incorporate it into their process offers potential to explain foster successful use but still little understood. In detail, students' achievement goals, serving representations what strive settings, self-efficacy revision, are two particularly relevant motivational concepts that can offer insights revising work....

Peer-feedback has high potential to be an effective strategy in higher education, supporting students developing their knowledge and skills by providing receiving feedback. High-quality, motivating peer-feedback should encourage recipients revise work. Ideally, elicit expectancies for success utility value. This paper ex-amines approach designed support quality and, consequently, receivers’ motivation: A tip sheet with a focus on motivation was employed two separate field experi-ments which...

Background: Feedback plays a crucial role in learning processes by providing guidance to learners, reinforcing strengths, and highlighting areas for improvement enhance their perfor-mance understanding. is particularly important digital environments, as it compensates the lack of direct personal exchange supports learners self-direction. The feedback’s perceived usefulness paramount this regard, only feedback that helpful relevant motivating can have positive impact on aca-demic...

Background: The prevailing interest in peer-feedback practices higher education is ground-ed their potential to foster students’ learning, understanding, and performance while reduc-ing instructor workload. This depends on motivation provide high-quality peer-feedback. Within this, expectancies for the value they place provision as well achievement goals seem be particularly impactful. How-ever, barely any research has investigated these relations. Aims: We aim explain differences quality...

The integration of sustainability and environmental conservation into school curricula has be-come increasingly important. Teachers are viewed as key actors in this process, often referred to “change agents”. Many not specifically prepared for Education Sustainable Devel-opment (ESD), there is considerable variation how explicitly or implicitly teachers address such topics their teaching. Knowledge on interpersonal factors shaping variability still scarce, along with insights nomological...

Um klimaschützendes Handeln im Alltag zu verstehen und fördern, ist es notwendig, Fakto-ren untersuchen, die beeinflussen. Im vorliegenden Beitrag er-weitern wir hierzu Theorie des geplanten Verhaltens (TPB; Ajzen, 1985) um Elemente der Schutzmotivationstheorie (PMT; Rogers, 1975) ob das integrierte Modell tat-sächliches Verhalten präziser vorhersagt. Hierzu führten ein Online-Studie in drei mittel-großen deutschen Städten mit insgesamt 134 Teilnehmenden durch, welcher sie einen Frage-bogen...

Background: Instructor feedback in higher education is widely acknowledged as being benefi-cial for learning and achievement. However, the influence of motivational factors on how stu-dents perceive incorporate it into their process still little understood. Achievement goals, serving representations what students strive settings, self-efficacy revision, are two concepts that can offer insights aspects work within processes. Aims: In this study, we aim to elucidate achievement goals...

Previous research on school teachers has successfully explained individual differences by use of motivational constructs established in other populations, particularly self-efficacy, basic psychological needs (BPNS), and emotions. However, these have primarily been examined independently without considering their interplay, few studies investigated role for higher education teachers. The aim the current paper was therefore to transfer findings context teaching at universities,...