Zobrazeno 1 - 10
of 10
pro vyhledávání: '"Virginie Hospel"'
Publikováno v:
Frontline Learning Research, Vol 9, Iss 2, Pp 96-120 (2021)
The transition to higher education has been extensively documented in the literature. In this line, many individual variables were identified as strong predictors of academic achievement. Yet, this literature suffers from one main limitation; context
Externí odkaz:
https://doaj.org/article/864af57d35294a1aa38106ef3af41df8
Publikováno v:
Frontline Learning Research, Vol 9, Iss 2, Pp 96-120 (2021)
Frontline Learning Research, Vol. 9, no.2, p. 96-120 (2021)
Frontline Learning Research, Vol. 9, no.2, p. 96-120 (2021)
The transition to higher education has been extensively documented in the literature. In this line, many individual variables were identified as strong predictors of academic achievement. Yet, this literature suffers from one main limitation; context
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::16f677ce9f18a533e852ed701852409b
https://journals.sfu.ca/flr/index.php/journal/article/view/671/915
https://journals.sfu.ca/flr/index.php/journal/article/view/671/915
Publikováno v:
Learning and Instruction, Vol. 71, p. 101389 (2021)
This study contrasts three hypotheses to determine the best configuration of teacher need-supporting practices (autonomy support, structure, and involvement) in terms of classroom-levels of behavioral, emotional, and cognitive engagement. Multilevel
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::78e0106ac45fc46ae501d82b6dc6b804
https://hdl.handle.net/2078.1/272721
https://hdl.handle.net/2078.1/272721
Publikováno v:
British Journal of Educational Psychology, Vol. 90, no. 4, p. 887-909 (2020)
Background Different teaching practices, such as autonomy support and structure, provide students with a positive learning context supporting their engagement, which can operate through their underlying motivation, including sense of competence and t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::719777fdef0ee93968db923790116f4f
https://hdl.handle.net/2078.1/235483
https://hdl.handle.net/2078.1/235483
Publikováno v:
Electronic Journal of Research in Educational Psychology. Número 32 Vol.12 (1), 1 de Abril de 2014
riUAL. Repositorio Institucional de la Universidad de Almería
Universidad de Almería
Revista Electronica de Investigacion Educativa y Psicopedagogica, Vol. 12, no.1, p. 5-32 (2014)
riUAL. Repositorio Institucional de la Universidad de Almería
Universidad de Almería
Revista Electronica de Investigacion Educativa y Psicopedagogica, Vol. 12, no.1, p. 5-32 (2014)
Introduction. The present study aimed to test a theoretically-based model (the self-system model of motivational development) including at the same time the extent to which the social context provides structure, warmth and autonomy support, the stude
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5f74255ca0ad951f45993a1b99090f10
https://doi.org/10.14204/ejrep.32.13081
https://doi.org/10.14204/ejrep.32.13081
Autor:
Jamie Amemiya, James J. Appleton, Isabelle Archambault, Scott P. Ardoin, Robert Balfanz, Arthur Baraf, Andrew Beaton, Anne M. Beaton, Chantal Blanchard, Scott Brauer, Denise M. Bressler, Vaughan Byrnes, Hedy Chang, Sung Hyeon Cheon, Sandra L. Christenson, Veronique Dupéré, Sharlyn Ferguson, Jennifer A. Fredricks, Michael J. Furlong, Benoit Galand, Ophelie Gilbert-Blanchard, Melissa Goulet, Jennifer Greif Green, Anne Gregory, Tristan M.Z. Hann, Tara L. Hofkens, Melissa K. Holt, Virginie Hospel, Ta-yang Hsieh, Hye-Ryen Jang, Michel Janosz, Jeffrey N. Jones, Sue C. Larson, Yangyang Liu, Douglas J. Mac Iver, Frederic Nault-Brière, Elizabeth A. North, Rachel Oblath, David Osher, Lindsey M. O’Brennan, Janise S. Parker, Sophie Pascal, Nicolás Pino-James, Johnmarshall Reeve, Amy L. Reschly, Robin Rubenstein, Erik Ruzek, Allison M. Ryan, Julie Ann Sauve, Kristin L. Sayeski, Mara Schanfield, Kimberly A. Schonert-Reichl, Daisy Sharrock, Elizabeth Shaunessy-Dedrick, David J. Shernoff, Benjamin Silberglitt, Sandra D. Simpkins, Suparna Sinha, Russell J. Skiba, Shannon M. Suldo, Ming-Te Wang, Feifei Ye
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6e91ae0d79bab49e073e44388ea598dd
https://doi.org/10.1016/b978-0-12-813413-9.00031-0
https://doi.org/10.1016/b978-0-12-813413-9.00031-0
Publikováno v:
International Journal of Educational Research, Vol. 77, no.1, p. 37-49 (2016)
Behavioural engagement refers to a large range of student behaviours, differing from one study to another. What are the advantages and disadvantages of using a global measure or specific behaviours? The aim of the present study was to test the multid
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6db3b33e18ab436bc348d37d93fa6416
https://doi.org/10.1016/j.ijer.2016.02.007
https://doi.org/10.1016/j.ijer.2016.02.007
Autor:
Virginie Hospel, Benoît Galand
Publikováno v:
British Journal of Educational Psychology. 83:569-590
Background. Peer victimization is associated with increased internalizing problems and reduced school adjustment. Research into the main effect and the buffering effect of socialsupport on these internalizing problems has produced inconsistent findin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a431dfb5fa48861c3b2658914ce68a76
https://doi.org/10.1111/j.2044-8279.2012.02077.x
https://doi.org/10.1111/j.2044-8279.2012.02077.x
Autor:
Benoît Galand, Virginie Hospel
Publikováno v:
OSP : l'orientation scolaire et professionnelle, Vol. 44, no. 3, p. 339-369 (2015)
Cette étude s’intéresse aux élèves encore présents à l’école mais qui risquent de décrocher. L’objectif est d'évaluer le poids relatif de nombreux facteurs potentiellement liés au risque de décrochage scolaire, en proposant une modé
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ac5f709803d7383c94f0e70978d81252
https://doi.org/10.4000/osp.4604
https://doi.org/10.4000/osp.4604