Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/20766
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dc.contributor.authorNadira Taliben
dc.contributor.authorde Roock, Robertoen
dc.date.accessioned2019-02-21T07:21:53Z-
dc.date.available2019-02-21T07:21:53Z-
dc.date.issued2018-
dc.identifier.citationTalib, N., & De Roock, R. (2018). Motivation strategies for academically low-progress learners (NIE Working Paper Series No. 12). Singapore: National Institute of Education. https://hdl.handle.net/10497/20766en
dc.identifier.urihttp://hdl.handle.net/10497/20766-
dc.description.abstractLow academic achievement can threaten educational and social equity. Using the lens of self-determination theory, we discuss how supportive learning environments that satisfy the needs for competence, relatedness, and autonomy can help low-progress learners enhance self-regulatory skills (i.e., metacognition) and become more fully immersed in the learning process. We identify ways in which teachers’ deficit thinking of low-progress learners can hamper the uptake of pedagogical approaches necessary to satisfy these needs. We close with recommendations for school and classroom practice that could satisfy students’ basic psychological needs and enable them to progress academically.en
dc.language.isoenen
dc.publisherNational Institute of Education (Singapore)en
dc.relation.ispartofseriesNIE Working Paper Series;12-
dc.rights© Office of Education Research, National Institute of Education, Nanyang Technological University-
dc.titleMotivation strategies for academically low-progress learnersen
dc.title.alternativeNIE Working Paper Series No. 12en
dc.typeWorking Paperen
item.languageiso639-1en-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
item.cerifentitytypePublications-
item.grantfulltextOpen-
item.openairetypeWorking Paper-
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