Session Information
PRE_F1, Preconference; Paper Session F1
Paper Session
Contribution
Method
Expected Outcomes
References
Aitkin, M.A. & Longford, N.T. (1986). Statistical Modelling Issues in School Effectiveness Studies. Journal of the Royal Statistical Society A, 149, 1-26. Anderman, E.M. & Maehr, M.L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309. Bryk, A.S., & Raudenbush, S.W. (1987). Application of hierarchical linear models to assessing change. Psychology Bulletin, 101:147-158. Diemert, A. (1992). A needs assessment of fifth grade students in a middle school. Acton, MA: Author. (ERIC Document Reproduction Service No. ED 362 332). Dweck, C. S. (2000). Self-theories. Their role in motivation, personality, and development. Psychology Press, Taylor and Francis Group. Eccles, J. S., Midgley, C., & Alder, T.F. (1984). Grade-related changes in the school environment: Effects on achievement motivation. In J. G. Nicholls (Ed.), The Development of Achievement Motivation (pp. 283-311). Greenwich, CT: JAI. Ecdes, J. S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames & R. Ames (Eds.), Research on motivation in education: Goals and cognitions (Vol. 3, pp. 139-186). New York: Academic Press. Eccles, J.S. et Midgley, C. (1990). Changes in academic motivation and self-perception during early adolescence. In R. Montemayor, G.R. Adams et T.P. Gullotta (dir.), From childhood to adolescence : A transitional period ? Advances in adolescent development. An annual book series (Vol. 2, pp. 134-155). London : Sage Publications. Feldlaufer, H. Midgley, C., & Eccles, J. S. (1988). Student, teacher, and observer perceptions of the classroom environment before and after the transition to junior high school. Journal of Early Adolescence, 8, 133-156. Goldstein, H. (1986). Multilevel mixed linear model analysis using iterative generalized least. Square. Biometrika, 73: 43-56. Lepper, M. R., & Hodell, M. (1989). Intrinsic motivation in the classroom. In C. Ames & R. Ames (Eds.), Research on motivation in education: Goals and cognitions (Vol. 3, pp.73-105). New York: Academic Press. Leroy, N., Bressoux, P., Sarrazin, P., & Trouilloud, D. (2007). Impact of teachers' implicit theories and perceived pressures on the establishment of an autonomy supportive climate. European Journal of Psychology of Education, 22(4), 529-545. Marsh, H.W. (1990). Self-Description Questionnaire II Manual. The SELF Research Centre, the University of Western Sydney, Macarthur, Australia. Mason, W. M., Wong, G. Y., & Entwisle, B. (1983). Contextual Analysis through the Multilevel Linear Model. In S. Leinhardt (Ed.), Sociological Methodology. San Francisco: Jossey Bass. Midgley, C., Anderman, E. et Hicks, L. (1995). Differences between elementary and middle school teachers and students : A goal theory approach. Journal of Early Adolescence, 15, 90-113. Pelletier, L.G., Séguin-Lévesque, C., & Legault L. (2002). Pressure from above and pressure from below as determinants of teachers' motivation and teaching behavior. Journal of Educational Psychology, 94, 186-196. Raudenbush, S. W. & Bryk, A. S. (1986) A hierarchical Model for studying school effects. Sociology of Education, 59, 1-17. Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761. Simmons, R. G., & Blyth, D. A. (1987). Moving into adolescence: The impact of pubertal change and school context. Hawthorne, NY: Aldine de Gruyter. Wigfield, A., Eccles, J.S., Mac Iver, D., Reuman, D.A. et Midgley, C. (1991). Transitions during early adolescence : Changes in children’s domain-specific self-perceptions and general self-esteem across the transition to junior high school. Developmental Psychology, 27, 552-565.
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