Các cách tiếp cận trong nghiên cứu động lực của giáo viên

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Cameron, S., Mulholland, J., & Branson, C. (2013). Professional learning in the lives of teachers: Towards a new framework for conceptualizing teacher learning. Asia Pacific Journal of Teacher Education, 41(4), 377e397. https://doi.org/10.1080/1359866X.2013.838620

Chiu, T. K. F. (2021). Student engagement in K-12 online learning amid COVID-19: A qualitative approach from a self-determination theory perspective. Interactive Learning Environments. https://doi.org/10.1080/10494820.2021.1926289

Cho, Y., & Shim, S. S. (2013). Predicting teachers’ achievement goals for teaching: the role of perceived school goal structure and teachers’ sense of efficacy. Teaching and Teacher Education, 32, 12-21. https://doi.org/10.1016/j.tate.2012.12.003

Ciani, K. D., Summers, J. J., & Easter, M. A. (2008). A “top-down” analysis of high school teacher motivation. Contemporary Educational Psychology, 33, 533-560. https://doi.org/10.1016/j.cedpsych.2007.04.002

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Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). New York, NY: Longman.

Eccles, J. S. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78-89. https://doi.org/10.1080/00461520902832368

Eccles, J. S., & Wigfield, A. (1995). In the Mind of the Actor: The Structure of Adolescents’ Achievement Task Values and Expectancy-Related Beliefs. Personality and Social Psychology Bulletin, 21(3), 215-225. https://doi.org/10.1177/0146167295213003

Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153

Eyal, O., & Roth, G. (2011). Principals’ leadership and teachers' motivation: Self‐determination theory analysis. Journal of Educational Administration, 49(3), 256-275. https://doi.org/10.1108/09578231111129055

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Harackiewicz, J. M., Barron, K. E., Tauer, J. M., Carter, S. M., & Elliot, A. J. (2000). Short-term and long-term consequences of achievement goals: Predicting interest and performance over time. Journal of Educational Psychology, 92(2). https://doi.org/10.1037/0022-0663.92.2.316

Hein, V., Ries, F., Pires Vega, F., Caune, A., Emeljanovas, A., Heszteráné Ekler, J., & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports Science and Medicine, 11 (1), 123-130. https://idus.us.es/handle/11441/59811

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Jour Tenório, M. C. M., Tassitano, R. M., Weaver, R. G., & Lima, M. D. C. (2021). Effects of a teacher training intervention on teachers’ and students’motivation to physical education class. Journal of Physical Education, 32. nal of Physical Education, 32. https://doi.org/10.4025/jphyseduc.v32i1.3208

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Wyatt, M. (2014). Towards a re-conceptualization of teachers' self-efficacy beliefs: Tackling enduring problems with the quantitative research and moving on. International Journal of Research & Method in Education, 37(2), 166-189. https://doi.org/10.1080/1743727X.2012.742050