|
higher education |
8 |
|
academic engagement |
7 |
|
personal investment theory |
7 |
|
philippines |
7 |
|
web 2.0 |
7 |
|
well-being |
7 |
|
academic motivation |
6 |
|
achievement goals |
6 |
|
engagement |
6 |
|
hong kong |
6 |
|
learning outcomes |
6 |
|
motivation |
6 |
|
academic achievement |
5 |
|
academic development |
5 |
|
achievement |
5 |
|
assessment |
5 |
|
grit |
5 |
|
life satisfaction |
5 |
|
measurement invariance |
5 |
|
positive affect |
5 |
|
positive emotions |
5 |
|
psychological capital |
5 |
|
self-regulated learning |
5 |
|
social goals |
5 |
|
academic emotions |
4 |
|
broaden-and-build theory |
4 |
|
culture |
4 |
|
curriculum |
4 |
|
curriculum reform |
4 |
|
depression |
4 |
|
education |
4 |
|
education, medical - methods - standards |
4 |
|
filipino students |
4 |
|
gender differences |
4 |
|
hong kong chinese students |
4 |
|
learning resources |
4 |
|
medical |
4 |
|
networking |
4 |
|
phenomenography |
4 |
|
repository |
4 |
|
retrospective studies |
4 |
|
sense of self |
4 |
|
social bookmarking |
4 |
|
social support |
4 |
|
students, medical - statistics and numerical data |
4 |
|
subjective well-being |
4 |
|
teacher commitment |
4 |
|
teaching and learning |
4 |
|
teaching/methods |
4 |
|
undergraduate |
4 |
|
validation |
4 |
|
wiki |
4 |
|
academic delay of gratification |
3 |
|
academic discipline |
3 |
|
adolescents |
3 |
|
autonomous motivation |
3 |
|
china |
3 |
|
collaborative learning space |
3 |
|
conceptions of teaching |
3 |
|
confirmatory factor analysis |
3 |
|
consumer satisfaction |
3 |
|
cross-cultural motivation |
3 |
|
curriculum - standards |
3 |
|
disaffection |
3 |
|
education, medical, undergraduate - methods |
3 |
|
filipino |
3 |
|
first year undergraduates |
3 |
|
flourishing |
3 |
|
goals |
3 |
|
hope |
3 |
|
humanities |
3 |
|
induction |
3 |
|
interdependent happiness |
3 |
|
inventory of school motivation |
3 |
|
learning environment |
3 |
|
negative affect |
3 |
|
outcome-based approach |
3 |
|
peace of mind |
3 |
|
person-centered approach |
3 |
|
personal self-esteem |
3 |
|
pilot projects |
3 |
|
professional development |
3 |
|
qualitative variation |
3 |
|
quality assurance |
3 |
|
relatedness |
3 |
|
relational self-esteem |
3 |
|
sense of relatedness |
3 |
|
social-academic goals |
3 |
|
staff development |
3 |
|
teaching awards |
3 |
|
teaching excellence |
3 |
|
technology |
3 |
|
undergraduates |
3 |
|
academic |
2 |
|
academic achievement - philippines |
2 |
|
academic achievement goals |
2 |
|
academic developers |
2 |
|
academic performance |
2 |
|
achievement emotions |
2 |
|
achievement gap |
2 |
|
achievement goal orientation |
2 |
|
achievement motivation |
2 |
|
bilingual |
2 |
|
bilinguals |
2 |
|
causal dominance analysis |
2 |
|
cfa |
2 |
|
children |
2 |
|
chinese |
2 |
|
chinese students |
2 |
|
cognitive strategies |
2 |
|
collaborative group work |
2 |
|
communities of practice |
2 |
|
confirmatory factor analysis (cfa) |
2 |
|
construct validation |
2 |
|
construct validity |
2 |
|
contagion |
2 |
|
course experience |
2 |
|
cross-cultural comparisons |
2 |
|
cross-cultural education |
2 |
|
cross-cultural validation |
2 |
|
deep learning |
2 |
|
delay of gratification |
2 |
|
design-based research |
2 |
|
development outcomes |
2 |
|
dialogic feedback |
2 |
|
dialogue |
2 |
|
digital game based learning |
2 |
|
digital inequality |
2 |
|
educative psychology |
2 |
|
ethnic differences |
2 |
|
facilitating conditions questionnaire |
2 |
|
factor structure |
2 |
|
family |
2 |
|
family obligation |
2 |
|
feedback |
2 |
|
gratitude |
2 |
|
growth mindset |
2 |
|
health science |
2 |
|
healthcare |
2 |
|
high school students - social conditions - philippines |
2 |
|
hong kong chinese |
2 |
|
hong kong teachers |
2 |
|
host country experiences |
2 |
|
implicit theories of intelligence |
2 |
|
income inequality |
2 |
|
indigenous people |
2 |
|
intercultural learning |
2 |
|
international education |
2 |
|
internationalisation |
2 |
|
internet use |
2 |
|
invariance |
2 |
|
learning |
2 |
|
learning strategy |
2 |
|
librarianship |
2 |
|
libraries |
2 |
|
mastery goals |
2 |
|
materialism |
2 |
|
meaning in life |
2 |
|
measurement |
2 |
|
medium of instruction |
2 |
|
metacognitive strategies |
2 |
|
national survey of student engagement (nsse) |
2 |
|
open collaboration |
2 |
|
out-of-class experiences |
2 |
|
parent support |
2 |
|
parent-oriented goals |
2 |
|
peer support |
2 |
|
performance goals |
2 |
|
positive education |
2 |
|
positive psychology |
2 |
|
prioritizing positivity |
2 |
|
private school |
2 |
|
problem-based learning |
2 |
|
psycap |
2 |
|
psychological distress |
2 |
|
psychological well-being |
2 |
|
public school |
2 |
|
qualitative research methods |
2 |
|
quantitative research |
2 |
|
relational-interdependent self-construal |
2 |
|
religious schools |
2 |
|
scholarship of teaching and learning |
2 |
|
school engagement |
2 |
|
school motivation |
2 |
|
seamless language learning |
2 |
|
secondary education |
2 |
|
secondary school |
2 |
|
self-determination theory |
2 |
|
sex education |
2 |
|
social |
2 |
|
social contagion |
2 |
|
social involvement |
2 |
|
social perception - philippines |
2 |
|
social relationships |
2 |
|
social status goals |
2 |
|
student communities |
2 |
|
student culture |
2 |
|
student engagement |
2 |
|
student learning |
2 |
|
student motivation |
2 |
|
student self-regulation |
2 |
|
study abroad |
2 |
|
teacher support |
2 |
|
teachers |
2 |
|
teaching |
2 |
|
translation |
2 |
|
turnover intentions |
2 |
|
usability |
2 |
|
validity |
2 |
|
whole person education |
2 |
|
work avoidance |
2 |
|
ability grouping |
1 |
|
academic advising |
1 |
|
academic motivation scale |
1 |
|
academic resilience |
1 |
|
academic staff |
1 |
|
academic well-being |
1 |
|
academics |
1 |
|
achievement goal |
1 |
|
active learning |
1 |
|
adjustment |
1 |
|
agency |
1 |
|
approaches to learning |
1 |
|
approaches to teaching |
1 |
|
at-risk students |
1 |
|
authentic learning |
1 |
|
autoethnography |
1 |
|
autonomy support |
1 |
|
avoidance goal contagion |
1 |
|
award winning teachers |
1 |
|
banding |
1 |
|
blended |
1 |
|
capstone course |
1 |
|
care |
1 |
|
case study |
1 |
|
causal ordering |
1 |
|
character |
1 |
|
chemical engineering |
1 |
|
childhood home language |
1 |
|
chinese efl learners |
1 |
|
chinese language and english language |
1 |
|
cognitive load |
1 |
|
cognitive reappraisal |
1 |
|
collaborative problem solving |
1 |
|
collective self-esteem |
1 |
|
communication |
1 |
|
competences |
1 |
|
competitiveness |
1 |
|
computer uses in education |
1 |
|
conceptions |
1 |
|
conceptions of learning |
1 |
|
conceptual paper |
1 |
|
confirmatory factor analyses |
1 |
|
conflict resolution |
1 |
|
connectedness |
1 |
|
contents design |
1 |
|
contextual affordances |
1 |
|
control-value theory |
1 |
|
cooperative learning |
1 |
|
corpus analysis |
1 |
|
covid-19 |
1 |
|
cross-cultural |
1 |
|
cross-cultural educational psychology |
1 |
|
cross-culture |
1 |
|
cross-lag analysis |
1 |
|
cross-lagged analysis |
1 |
|
cross-lagged relations |
1 |
|
cultural diversity |
1 |
|
cultural imagination |
1 |
|
culture and motivation |
1 |
|
curiosity |
1 |
|
curriculum changes |
1 |
|
curriculum design |
1 |
|
design analysis |
1 |
|
disengagement |
1 |
|
distributed |
1 |
|
east asia |
1 |
|
eastern and western learners |
1 |
|
economic growth |
1 |
|
economic inequality |
1 |
|
education reform |
1 |
|
educational improvement |
1 |
|
educational policy |
1 |
|
emic |
1 |
|
emodiversity |
1 |
|
emotion mindset |
1 |
|
emotional contagion |
1 |
|
emotional diversity |
1 |
|
emotional intelligence |
1 |
|
emotional regulation |
1 |
|
emotions |
1 |
|
empowerment |
1 |
|
engagement contagion |
1 |
|
engineering |
1 |
|
engineering education |
1 |
|
engineering grand challenges |
1 |
|
english self-concept |
1 |
|
entity |
1 |
|
entity theory |
1 |
|
epistemic beliefs |
1 |
|
eteaching |
1 |
|
etic |
1 |
|
expectancy-value theory |
1 |
|
experience of research |
1 |
|
experience of teaching |
1 |
|
explicit learning |
1 |
|
extrinsic goal |
1 |
|
extrinsic goals |
1 |
|
face-to-face |
1 |
|
faculty |
1 |
|
family-support goals |
1 |
|
fear |
1 |
|
fixed mindset |
1 |
|
flow |
1 |
|
foreign language |
1 |
|
future goals |
1 |
|
future time perspective |
1 |
|
future time perspective (ftp) |
1 |
|
gender difference |
1 |
|
generic outcomes |
1 |
|
goals contagion |
1 |
|
goals-s |
1 |
|
health knowledge |
1 |
|
help-seeking |
1 |
|
honesty |
1 |
|
hong kong chinese learners |
1 |
|
hong kong students |
1 |
|
hopefulness |
1 |
|
implicit learning |
1 |
|
implicit theories |
1 |
|
implicit theories of emotion |
1 |
|
implicit theory of intelligence |
1 |
|
in-service teachers |
1 |
|
incremental |
1 |
|
indigenous australian students |
1 |
|
inequality |
1 |
|
instrumental motivation |
1 |
|
intercultural |
1 |
|
interdisciplinarity |
1 |
|
interdisciplinary approach |
1 |
|
interdisciplinary programme |
1 |
|
interdisciplinary subjects |
1 |
|
interest development |
1 |
|
interest-driven creator (idc) theory |
1 |
|
intergenerational learning |
1 |
|
international assessment |
1 |
|
international perspectives |
1 |
|
international students |
1 |
|
internationalisation of the curriculum |
1 |
|
internationalization of the curriculum |
1 |
|
internet search |
1 |
|
intrinsic and extrinsic goals |
1 |
|
intrinsic goals |
1 |
|
intrinsic motivation |
1 |
|
keywords: achievement emotions |
1 |
|
knowledge management |
1 |
|
l2 motivation |
1 |
|
laptops in class |
1 |
|
large classes |
1 |
|
latent growth model |
1 |
|
learning analytics |
1 |
|
learning community |
1 |
|
learning engagement |
1 |
|
learning environments |
1 |
|
learning experience designer |
1 |
|
learning perceptions and strategies |
1 |
|
learning strategies |
1 |
|
learning through discussion |
1 |
|
linguistic analysis |
1 |
|
liwc |
1 |
|
locus of hope |
1 |
|
mastery goal |
1 |
|
math self-concept |
1 |
|
meaningfulness |
1 |
|
mediation |
1 |
|
mentoring |
1 |
|
metacognitive learning strategies |
1 |
|
mindset |
1 |
|
mindset of ses |
1 |
|
mindsets about teaching ability |
1 |
|
mobile environments |
1 |
|
mobile-assisted |
1 |
|
mobile-assisted language learning |
1 |
|
mobile-assisted vocabulary learning |
1 |
|
models of agency |
1 |
|
motivation in cross-cultural settings |
1 |
|
motivational interference |
1 |
|
motivational regulation |
1 |
|
multi-level random-slopes sem |
1 |
|
multi-location |
1 |
|
multidimensional learning |
1 |
|
multidimensionality |
1 |
|
multilevel sem with random slopes |
1 |
|
multilevel structural equation modeling |
1 |
|
narrative approaches |
1 |
|
national pride |
1 |
|
native american students |
1 |
|
on-line |
1 |
|
online discussion |
1 |
|
outcome-based approaches |
1 |
|
panic buying |
1 |
|
peer mentoring |
1 |
|
perceived inequality |
1 |
|
perceived social mobility |
1 |
|
perceptions of social mobility |
1 |
|
performance-avoidance goal |
1 |
|
perseverance |
1 |
|
person-culture fit |
1 |
|
personality - social |
1 |
|
phenomenographic study |
1 |
|
philippine education |
1 |
|
pisa |
1 |
|
pisa 2015 |
1 |
|
prior knowledge |
1 |
|
professional identity development |
1 |
|
prosocial goal |
1 |
|
protective behavior |
1 |
|
protective factors |
1 |
|
qualitative methods |
1 |
|
quitting intentions |
1 |
|
reading achievement |
1 |
|
reading emotions |
1 |
|
research-teaching relations |
1 |
|
risk-taking |
1 |
|
rubrics |
1 |
|
scholarship of teaching |
1 |
|
school psychological capital |
1 |
|
school resilience |
1 |
|
school ses |
1 |
|
school-leisure conflict |
1 |
|
science achievement |
1 |
|
seamless learning |
1 |
|
second language |
1 |
|
self |
1 |
|
self-concept |
1 |
|
self-construal |
1 |
|
self-control |
1 |
|
self-determination theory (sdt) |
1 |
|
self-directed learning |
1 |
|
self-theories |
1 |
|
sense of autonomy |
1 |
|
sensemaking |
1 |
|
service leadership practices |
1 |
|
shared knowledge |
1 |
|
shared mental model |
1 |
|
significant others |
1 |
|
singapore |
1 |
|
six sigma |
1 |
|
six sigma teams |
1 |
|
social aspects of learning and teaching |
1 |
|
social axioms |
1 |
|
social complexity |
1 |
|
social goal |
1 |
|
social interaction |
1 |
|
social interactions |
1 |
|
social media |
1 |
|
social mobility |
1 |
|
social responsibility goal |
1 |
|
socially oriented |
1 |
|
socially-oriented achievement motivation |
1 |
|
socio-ecological approach |
1 |
|
socio-emotional strengths |
1 |
|
socioeconomic status |
1 |
|
socioemotional functioning |
1 |
|
staff and faculty development |
1 |
|
storybook reading |
1 |
|
storytelling |
1 |
|
strengths-based approach |
1 |
|
structural equation modeling (sem) |
1 |
|
structured controversy |
1 |
|
student artifacts |
1 |
|
student experience |
1 |
|
student learning experience |
1 |
|
student performance |
1 |
|
student success |
1 |
|
student-centered practice |
1 |
|
student-driven |
1 |
|
students |
1 |
|
surface learning |
1 |
|
system justification |
1 |
|
systems analysis and design |
1 |
|
tacit knowledge |
1 |
|
task-based approaches |
1 |
|
teacher |
1 |
|
teacher education |
1 |
|
teacher emotions |
1 |
|
teacher engagement |
1 |
|
teacher professional development |
1 |
|
teacher–student relatedness |
1 |
|
teaching / instruction |
1 |
|
teaching and assessment design |
1 |
|
teaching and learning culture |
1 |
|
teaching and research integration |
1 |
|
teaching approaches |
1 |
|
teams |
1 |
|
teamwork |
1 |
|
teamwork assessment |
1 |
|
teamwork development |
1 |
|
technological pedagogical content knowledge (tpack) |
1 |
|
technology use |
1 |
|
thinking styles |
1 |
|
time perspective |
1 |
|
time perspectives |
1 |
|
transfer of learning |
1 |
|
transformative learning |
1 |
|
twenty-first century competencies |
1 |
|
understanding of subject matter |
1 |
|
unfairness |
1 |
|
user acceptance test |
1 |
|
utility value |
1 |
|
value |
1 |
|
value congruence |
1 |
|
value fit |
1 |
|
values |
1 |
|
vocabulary instruction |
1 |
|
volition |
1 |
|
volitional strategies |
1 |
|
wealth |
1 |
|
work avoidance goals |
1 |
