Publicação
How (de)motivating teaching styles shape message framing outcomes on students’ self-efficacy, emotions, and grades
| dc.contributor.author | Santana-Monagas, Elisa | |
| dc.contributor.author | Ferreira, Paula | |
| dc.contributor.author | Veiga Simão, Ana | |
| dc.contributor.author | Núñez, Juan L. | |
| dc.date.accessioned | 2025-02-06T11:54:20Z | |
| dc.date.available | 2025-02-06T11:54:20Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | In this study, a mixed method and prospective design was followed to achieve two objectives: code student responses to an open-ended question about their teachers’ teaching and examine how this classification relates with the associations among students’ self-reports on teachers’ message framing (gains or losses), their selfefficacy, academic achievement emotions, and teacher reported grades. 1107 Spanish students in grades 9 to 12 participated in the study. GPT-4 was used to code the open-ended question responses on teachers’ teaching style. Structural equation modeling (SEM) tested the hypothesized relations among variables accounting for the teaching styles. Results from the SEM revealed that gain-framed messages related positively with student out comes, as opposed to loss-framed messages, but only when teachers displayed a motivating teaching style. For demotivating teachers, messages did not relate with students’ outcomes except for gain-framed messages and student adaptive emotions. Directions for future research and implications for educational practice are discussed. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.citation | Santana-Monagas, E., Costa Ferreira, P., Veiga Simão, A. M., & Núñez, J. L. (2024). How (de)motivating teaching styles shape message framing outcomes on students’ self-efficacy, emotions, and grades. Learning and Individual Differences, 110, 102420. https://doi.org/10.1016/j.lindif.2024.102420 https://doi.org/10.1016/j.lindif.2024.102420 | pt_PT |
| dc.identifier.doi | 10.1016/j.lindif.2024.102420 | pt_PT |
| dc.identifier.eissn | 1873-3425 | |
| dc.identifier.issn | 1041-6080 | |
| dc.identifier.uri | http://hdl.handle.net/10400.5/98158 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | Elsevier | pt_PT |
| dc.relation.publisherversion | https://www.sciencedirect.com/science/article/pii/S104160802400013X | pt_PT |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | pt_PT |
| dc.subject | Message-framing | pt_PT |
| dc.subject | Academic performance | pt_PT |
| dc.subject | Control-value theory | pt_PT |
| dc.subject | Achievement emotions | pt_PT |
| dc.subject | Artificial intelligence | pt_PT |
| dc.title | How (de)motivating teaching styles shape message framing outcomes on students’ self-efficacy, emotions, and grades | pt_PT |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.startPage | 102420 | pt_PT |
| oaire.citation.title | Learning and Individual Differences | pt_PT |
| oaire.citation.volume | 110 | pt_PT |
| person.familyName | da Costa Ferreira | |
| person.familyName | Veiga Simão | |
| person.givenName | Paula Alexandra Nunes | |
| person.givenName | Ana | |
| person.identifier.ciencia-id | 7115-EC2B-AEAC | |
| person.identifier.ciencia-id | 3816-04FD-C6E5 | |
| person.identifier.orcid | 0000-0001-8679-4566 | |
| person.identifier.orcid | 0000-0003-3652-5573 | |
| person.identifier.rid | N-1121-2016 | |
| person.identifier.scopus-author-id | 54974120700 | |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | article | pt_PT |
| relation.isAuthorOfPublication | 6791e802-c14a-4f23-a3b5-c8244a5cd62e | |
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| relation.isAuthorOfPublication.latestForDiscovery | 6791e802-c14a-4f23-a3b5-c8244a5cd62e |