Relationship between achievement goals and attention of university instructors in higher education professional training courses
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Bibliographic citation
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In: Higher Education, Skills and Work-Based Learning, 11, 4, S. 860-873
- Classification
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Erziehung, Schul- und Bildungswesen
- Event
-
Veröffentlichung
- (where)
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Augsburg
- (who)
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Universität Augsburg
- (when)
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2021
- Event
-
Veröffentlichung
- (who)
-
Emerald
- (when)
-
2021
- DOI
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10.1108/heswbl-05-2020-0075
- URN
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urn:nbn:de:bvb:384-opus4-815879
- Rights
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
-
25.03.2025, 1:57 PM CET
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Kücherer, Benjamin
- Dresel, Markus
- Daumiller, Martin
- Universität Augsburg
- Emerald
Time of origin
- 2021
Other Objects (12)
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Teaching and research: specificity and congruence of university faculty achievement goals
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Do achievement goals and self-efficacy matter for feedback use?
From Bottom to Top in Higher Education : Women's Experiences and Visions in Different Parts of the World 21(2001)1/2
Exploring university instructors' achievement goals and discrete emotions
Exploring university instructors' achievement goals and discrete emotions
University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality
Development of achievement goals across the transition out of secondary school
Antecedents of achievement goals: results of a study in the context of mathematics instruction
Motivationsförderung im schulischen Kontext
University instructors’ achievement goals for teaching
Teaching and research: specificity and congruence of university faculty achievement goals
Motivation
Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning
Do achievement goals and self-efficacy matter for feedback use?
From Bottom to Top in Higher Education : Women's Experiences and Visions in Different Parts of the World 21(2001)1/2
Exploring university instructors' achievement goals and discrete emotions
Exploring university instructors' achievement goals and discrete emotions
University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality
Development of achievement goals across the transition out of secondary school
Antecedents of achievement goals: results of a study in the context of mathematics instruction
Motivationsförderung im schulischen Kontext
University instructors’ achievement goals for teaching
Teaching and research: specificity and congruence of university faculty achievement goals
Motivation
Researchers' achievement goals: prevalence, structure, and associations with job burnout/engagement and professional learning
Do achievement goals and self-efficacy matter for feedback use?
From Bottom to Top in Higher Education : Women's Experiences and Visions in Different Parts of the World 21(2001)1/2
Exploring university instructors' achievement goals and discrete emotions
Exploring university instructors' achievement goals and discrete emotions
University instructors' implicit theories of intelligence, achievement goals for teaching, and teaching quality
Development of achievement goals across the transition out of secondary school
Antecedents of achievement goals: results of a study in the context of mathematics instruction