We should be creating awareness of the existence of perpetuated educational psychology misconceptions and the lack of published literature on the effects of the spread of unjustified belief systems in K-12 teaching practices.
This study was conducted in order to identify practical ways for teachers to create a socially inclusive environment for children who demonstrate persistent challenging behaviors (PCBs) and/or who have social-emotional delays.
Researchers conducted an updated review of the literature on interventions to promote overall self-determination and skills associated with self-determined action in students with disabilities in the school context.
The authors wanted to specifically examine what knowledge-construction behaviors are exhibited by elementary school students when using serious games and how these behaviors differ across academic performance levels.
Within American school districts, there is a call to reimagine what inclusive education looks like to respond to the overall need for equity. As a means to initiate this transformation, the study seeks to assess the current understandings of inclusive education amongst a triad of stakeholders (school administrators, special educators and general educators) in order to outline next steps for creating inclusive schools.
This study shows how influential theories of academic motivation have conceptualized reciprocal interactions between motivation and achievement, and the kinds of evidence that support this reciprocity.
The prevalence of depression among adolescents and early adolescents in China has received more attention in recent years. Few studies have examined the influence of both autonomy and relatedness support combined as a protective and corrective effect on depression.
While there are many studies out there that examine the general intrinsic motivation for physical activity, little research has been done on emotions as a crucial factor in understanding student motivation in a PE setting.
Identifying the interrelationships between self-regulation, emotion, grit and student performance by using the Cyclical Self-Regulated learning model, which is associated with a K-12 math tutoring program.
In this article, authors Adi, Artini & Wahyuni (2021) “analyze teachers’ perceptions of self-directed learning (SDL) and the identifiable components of SDL from online learning activities assigned by teachers during the COVID-19 pandemic.”
© 2019-2025 MARIO Framework®, LLC, All Rights Reserved
MARIO Framework, LLC dba MARIO Education, [email protected] 8 The Green, STE 16162, Dover DE 19901, United States, +1-302-490-0946
